hi 


192  1 
O b G 


Digitized  by  the  Internet  Archive 
in  2015 


https://archive.org/details/somefactorsindevOOobri 


ov?  t 


S O ^ C"t  o s 

SILENT  READING 


\>*  -tKe  cA  € V ex  0 o -- e ->ri 

j' 


CHAPTER  I 

INTRODUCTION:  RESIEIE  OF  PREVIOUS  INVESTIGATIONS 


Since  the  investion  of  the  art  of  printing  by  Johann  Gutenberg 
about  1448,  the  reading  of  printed  symbols  has  continued  to  grow  in 
importance  until  to-day  it  constitutes  the  fundamental  subject  of  the 
elementary  school  curriculxim.  More  than  one -fourth  of  the  total  time 
in  our  grade  schools  is  now  devoted  to  the  teaching  of  reading,  accord- 
mg  to  a recent  investigation  of  time  distribution  (1).  Indeed  in 
the  lower  grades , little  else  but  the  mastery  of  the  mechanics  of 
reading  is  attempted.  Dramatization,  ganies,  picture  cards,  black- 
board exercises,  charts,  etc.,  find  their  essential  raison  d'etre  in 
the  assistance  they  render  to  the  child  in  his  attempt  to  interpret 
the  printed  symbols.  Probably  70  per  cent  of  the  time  in  the  primary 
grades  is  devoted  to  exercises  which  have  as  their  aim  the  interpreta- 
tion of  the  written  word.  This  is  but  natural,  since  reading  consti- 
tutes the  basic  instrument  which  enables  one  to  penetrate  the  mines  of 
information  not  only  in  all  the  branches  of  the  curriculum,  but  on 
every  topic  that  has  been,  at  some  time  or  other,  the  object  of  human 
study  and  investigation.  This  information  remains  locked  up  securely 
within  the  printed  letters  of  the  alphabet,  forever  hidden  from  the 
illiterate,  for  it  can  be  reached  only  through  the  medium  of  reading. 

The  method  of  teaching  the  mechanics  of  reading  which  held  undis- 
puted sway  throughout  the  centuries  was  inherited  from  the  ancients, 
Tracing  with  the  stylus  the  various  characters  of  their  alphabet  upon 
waxen  tablets  and  on  papyrus,  the  pedagogues  of  ancient  Greece  and  Rome 


1.  Numbers  in  parentheses  refer  to  the  corresponding  numbers  in 
the  bibliography  at  the  end  of  the  book. 


Kirill 

■•\  ■'.  '■.'«w*iW  ■ ■ ' ■ .■  I 


t'Vi 


.1.1  ' ' ' 1 '* ' 1^  ••  u • /,  1 


••-  •m.^i-  iM'fvrT  i ‘ V; 


:i/'>-|’i«l‘'*'<i-l  fA^SuI'^n  'o  -MS'  ‘1;.  •' • -•■•'PVr. ' ■ ■ -T 


: wc<^  <yS'  bi.:ir}Jt- irm  aiof'i’-vis  '•• 


- ^ ■ 

3i|vf  ‘’.■•"iJ  s:if;»:ti-'.l.f /Cmic;.  '.^ f ‘>'j -c.t  Ij.vi‘f 


. ■ • s'  A 

s'.Ji  L'Jo^-  r:«n.t  «'to  .rnixjt^/'r:..:' 

■ K 


: 


f,' I tjfo::; ',  ■'  V ftai  "aitiJ  tc  . v • ./•:;■•••  • « •■•^ 


to  oiVi«sirtp<w"»A:>  ‘-'r 

^ 


« "->t  t,i;'y:v‘-'' ’’•••»'  f'-Af'  I ' 





n:. 


' ' . ■ ' . ' ,.  ' ' 1,.'  i''*'  1 ■ rt^^v'T-' ' 


‘irt^\  , 

>n£  iO-  o:t' ‘ 

-gLia;i'c^'  '--rii  kiti©*s  , X . 'qe t''>  .'  •■  rtJv.J-.4r  •■'• 


®'4  J -*1  *”' 


.4^ 


' ■' 

rc.  hUiXtH: o(*-^‘r  fA5'ix.nifcp.»q  >-  «rt0, .Jsji.iv  •lA^‘u-m.t."-;ri.f  c<^  '."  '».’•*'■•' t 

' ■ ■ ■■  , . I . . ^ 


r-.  ,tcrf  ,jcrf.«i4r#i»  ■*n'  ':'.  r.i.Afitci^.ui'.i  Sii^tit  io.  .y.a  fw-f-’s*''* ■•••*■ 


' ' ' » ^ " 


’ r •f.-i  ■ ^ .,  , , , . . ■ ,■ 

':i'>tiixin  Tc  aid.'  -! ;.>/ , ^•’ ■■ ' •'* ' 


" j n<:»  * *75  ^ 

* J.  ■,  I “B’A' 

, \U.^.. 

UV;f..  oXi>;i'' ’ 


i’  %,  'T^'  ■ . ‘"  '•r'  " . 

rfi.»r  • -».t-  ■-  ' ' 


ilOiiU  Jv  ; " ;f»»  V.9iiJ.'.:c  -'oi-t  •<"  (14  ’x  •’•'«-'< 

i_  I '■  , ' ■ 

•*fl»;^  , tn^  .-  oT.  ‘fo  • »V?;-Oj;C^v7  t'.'’’*"  . ' 


< r 'I 


nl  t:'i:xh  ufn  :/.i  liii.-:;:  iirrp.'i  r 

‘f,  ' i 

_)  ■ ' -*i' 


l*k",  iAfit  , ,,-;i."  ''q  ri  f'^t*.yxt,! 


Vr!  J 


M I ^ 


« L » • • • ' r . 1 


-2- 


taught  their  pupils  the  names  and  phonic  properties  of  each  letter  as 
the  first  and  indispensable  step  in  the  process  of  learning  to  read. 

V/hat  could  appear  more  logical  than  to  postulate  a priori  that  before  a 
child  could  read  or  pronounce  any  word  he  must  knox-j  the  names  and  soxinds 
of  the  constituent  letters  of  the  word?  Hox^r  could  a whole  word,  consist- 
ing, as  it  does,  of  several  letters,  possible  be  pronounced  unless  one 
had  first  mastered  the  pronounciation  of  each  of  the  letters  making  up 
the  total  v;ord?  The  fact  that  the  word  itself  might  be  as  simple  and  as 
clearly  a unit  of  sound  as  the  letter,  seems  never  to  have  disturbed  their 
serene  acceptance  of  the  above  principle.  Unchallenged  and  unquestioned 
the  alphabetic  method  remained  in  almost  universal  use  in  the  schools  of 
the  world  xintil  the  last  quarter  of  the  nineteenth  century.  It  remained 
for  the  new  science  of  experimental  psychology  to  demonstrate  conclusive- 
ly that  the  mode  of  procedxire  in  the  learning  process  which  would  appear 
to  the  adult  as  the  logical  order  is  not  de  facto  always  the  mode  of  pro- 
cedure which  the  mind  of  the  child  actually  takes.  In  other  words,  there 
has  been  shown  to  be  a psychological  order  of  procedxire  which  is  totally 
distinct  and  different  from  the  order  of  procedure  deduced  by  the  adult 
from  the  laws  of  formal  logic  (2), 

PSYCHOLOGICAL  FINDINGS  MODIFY  METHODS  OF  TEACHING  THE 
MECHANICS  OF  READING 

The  studies  of  Cattell  (3)  at  Leipzig  in  1886  on  the  perceptual 
process  resxilted  in  producing  strong  evidence  that,  as  a general  rule, 
reading  proceeds  not  by  successive  letters,  but  rather  by  word-,  phrase-, 
and  sentence-wholes.  This  conclusion  was  based  upon  the  fact  that  the 
time  required  to  perceive  a whole  word  and,  in  some  cases,  whole  phrases 
and  short  sentences,  was  no  greater  than  the  time  required  to  perceive 
a single  letter.  Consciousness  grasped  whole  words,  phrases,  and  short 
sentences  as  units  in  the  perceptual  process,  Goldscheider  and  Mueller's 


• ci  ’;c  f.^; '^u  o. U^r 

r:  ^r/in\i  *Gd*  f>Xijpo. 

(•j  1 4, «..ri  . -•,'/•  ','k',  cii"'  ”20  bri"4i^  ti.Cico  bl . rfo 

?,bf?(/f  - toi.  B0r.-:n  £-i-(4;,  ,-^0f!'4  ^ . Ui  . *^>'=r 

'■•'if;  ’,''  .'  ^'  -.  ' - 

-i»i.m-...'  .tiov..  » bl^c-  • - tr.o-.*  '':^ 

•no  «i**Xiw  b>.":swtmn  9rf  'tJ  l«f-v»»  ■'  ,.-.,‘J>^.f  • •f- 

OD  •.■Jikfiw  atoJ-'i-:  ■-:;■!  ’ic.  -S^.^  ■'  onvcrtc-^ .i  f.ii  taieJ-.M.  is. 

a.5  his  sltiTja  u.  .nisi,  ■US.--' £ ./«.v  ecv-^.-Ui  ‘m'I 

■I.s.it  t.9d-tt.iaib  . '-•■£  M 5.-“*'’*^  f 

be<fc£.‘aP'. ; ra.  ;*•••■«  '■  *” 

•ko  .-xU.r'^s  ,Af  J&.nwriiu;..Hu.t»  ni'  tertian  .i  .-.-.i-et: 

iii,Ti’..'.;rj''i  £i  ,^yrtfc'4f'-s^  u.+n*..'*.*'?.. '.H  s-'lfi  'is  -‘■>i  i*' 

.^vis'..,&rc;  -.ist."  ..-.spsb  C.J  viCiosB’Cii.  I ■ ■j's  6-sn-.£os  i«.n  naJ  tol 

■ sninissX.rXJ.ni  ...so-.q  lo  ni  o» 

.ov;  :s  :;icm  ofr-  »c»  e£  isino  ^aoX  otiJ-  »*.  J£u.>S  ’■***^ 

,alilO'..'  -..■■M  ''0  f . .'.r-Xd.t  vX4:*J.i='S- 'f® 

r,J-  'miri-4  a od  rise**  ssrf 

Hrff4'  -•  ^ vd  ;-■-'■  — rbi^r^c'^-lc''xeb*ic  ’‘«rl  ^ 

"■  " '•■  . ^ ■ . ,M  v "' 

.'  ■ ,^Si;  at.?\C'£  fWio't  lo  ewi^X  s’.c-ri 

y'i''’*'-'  ;t-0|  ^ '■-'  .'■ 

t'ifiCispM.  r.rrtiCfi^'i  x^niooiOROTS^  _ r 

no'  ^&oX  ni  ^f;)  lie:  tsD  ^exlr..c^B ' en  . fsr 

^^r'i  r.n'fihe^  ft  »n  eorobtvif  Sttc-xJe  ni  fcs?X«s©^  ucboo'tq 

...  c , . ,v,ow, -v,d  i.»£Ue-  Jl  d ,.rt»WsX  ovisssosaE  »£•■'  sbe=»t'q  s-iibESi 

,„,,  r:«,!j  nc.,s  ESvrnoiOfXonou  ..£■':.  ...  " .•.■.w-«-.sei.-.e=  tas 

,,.j  .:-rfe^  . :..■<  .s'-ESa  rt>  ,bn«  teiov  ...iorlH  (a.cviG...-!6ci  od  .‘w-uar't  •’-t-f 

-,:.  vi...M  c-  ^»ap«  «*i£  '’'i'  •'  ■•Jif'-;.  ®n  '■>••“  .w*»na.».t«  .-sri.'  w? 

£ tni  .isii;.!!.,  ««  b.‘  «.» 


investigation  (4)  showing  that  an  enlargement  of  the  perceptual  span 
resulted  when  meaningless  geometrical  lines  were  arranged  in  a meaning- 
ful geometrical  figure,  such  as  a rectangle,  likewise  offered  corro- 
borative evidence.  But  the  convincing  confirmation  of  the  above  con- 
clusion was  presented  when  Erdmann  and  Dodge  (5)  after  many  tachisto- 
scopical  exposures , found  that  "words  may  be  recognized  when  the  in- 
dividual letters  are  too  small  to  be  identified  or  when  parts  of  the 
word  are  out  of  the  range  of  clear  vision." 

Along  with  the  v/ealth  of  corroborative  data  from  similar  experi- 
mental investigations,  the  above  studies  show  that  the  assumption  under- 
lying the  traditional  alphabetical  method,  namely,  that  the  reading 
process  proceeds  by  successive  letters,  and  not  by  word-,  phrase-,  and 
sentence-wholes,  is  without  scientific  foundation.  Shovjing  directly, 
therefore,  that  the  word  and  the  sentence  methods  more  closely  approxi- 
mate the  perceptual  process,  these  findings  are  largely  responsible 
for  the  discard  of  the  time-honored  alphabetical  method  — the  result  of 
tradition  and  crude  empiricism  — and  the  adoption  of  the  word  and 
sentence  methods  \>rith  consequent  greater  fruitfulness  by  the  more  pro- 
gressive schools.  These  and  similar  studies,  conducted  under  the 
strong  stimulus  of  the  new  science  of  experimental  psychology,  have 
exercised  a povxerful  influence  upon  the  teaching  of  reading  and  are 
largely  responsible  for  the  fundamental  and  far-reaching  changes  that 
have  been  wrought  in  the  technique  of  teaching  the  mechanics  of  reading 
during  the  last  forty  years,  •‘■hey  have  shown,  furthermore,  the  necessity 
of  submitting  all  the  traditional  methods  and  conventional  assumptions 
underlying  the  teaching  of  reading  to  critical  experimental  examination. 

MOVEMENTS  OF  THE  EYES  DURING  THE  READING  PROCESS 

Probably  not  less  rich  in  promise  of  supplying  valuable  data  for 


j £ii 


-4- 


the  development  of  types  or  methods  of  effective  training  in  speed 
and  comprehension  in  silent  reading,  in  the  stages  subsequent  to  the 
mastery  of  the  mechanics  of  reading  than  the  above  mentioned  studies 
of  the  perceptual  process,  are  the  experimental  investigations  into 
the  nature  of  the  motor  behavior  of  the  eyes  during  the  reading  pro- 
cess. The  origin  of  these  investigations,  like  those  concerned  with 
the  nature  of  the  perceptual  process,  dates  largely  from  the  rise  of 
the  science  of  experimental  psychology  in  I87O. 

The  history  of  the  evolution  of  the  mechanical  apparatus  neces- 
sary for  the  experimental  study  of  eye-movements  has  been  narrated 
by  Huey  (6) , who  himself  became  one  of  the  most  prominent  investigators 
through  devising  and  perfecting  a mechanical  apparatus  which  registered, 
with  some  degree  of  success,  the  movements  of  the  eyes  during  the  read- 
ing process.  More  recently,  VI.  A.  Schmidt  (?)  has  sketched  in  briefer 
fashion  the  evolution  of  this  equipment,  supplementing  Huey's  account 
with  the  story  of  the  developments  down  to  191?.  '^he  present  investi- 
gation actually  utilized  the  mechanical  apparatus  that  was  finally 
evolved  to  photograph  eye-movements  during  reading.  Since  the  types 
of  training  for  the  development  of  efficiency  in  silent  reading,  which 
will  be  presented  in  this  book,  are  based  very  largely  upon  the  find- 
ings of  the  experimental  investigations  of  the  behavior  of  the  eyes 
during  reading,  as  well  as  upon  the  tachistoscopic  studies  of  the  per- 
ceptual process,  it  is  thought  that  a brief  outline  of  the  chief  stages 
of  the  development  of  this  apparatus  will  help  to  supply  the  necessary 
background  for  any  ^^Jho  may  not  be  familiar  with  it, 

Javal  (8)  of  the  University  of  Paris  in  1879,  employing  direct 
observation  by  means  of  a mirror,  in  contrast  to  the  after-image  method 
of  Volkmann  and  Lamansky,  was  the  first  to  discover  that  the  passage 
of  the  eyes  across  a line  in  reading  is  not  a continuous  movement. 


iB;^«.r  A.ri  ^^ '' ' * .,- ^ , •' >'3;  . St  - ?^  \jjllr  1 

tf'*^  I ■‘^^‘'  i ' i^'^<  '^'  ■ s 

f>.aF''«srtQ,^*^to»e'^'£iS:  ,Ci5irt^'j«^^.x^  c4^'<r»R  [ree«30^g/£*w>?tiWi^  'W  ^ 


Rffl’WlZL,-  ■a*^  - '.  -,5'  V y,  . ;..'  ' . , f!_  ''<r  ■ '*.  . -. 

■ '“''^  atlr  ^nS;-  ert^ 


• >■-  ^ a 


' ^ V.  ■?—  • ^*  ■ . . . ■ 


<A1 


■*■  : ig  „ a ^,..-  f,  ',  . , . ,y._ 


®. 


"li  . '"  ' +'3''  'ii'  T'  T ' ' ■ >';■ 


im 


* 


Stfut*uffa  ii^W  w4iait^<*vwni  enjr>'\3«#0i?x^,  .^Q  .--i'';'4CJ 

.,  /i^,'  ±A:  h - tn.''  It  ..*  -J(-  ‘'fw.'  ^'* 


?'»*  ’n  ‘ ' vj^T  ..^  - 


Jfi 


. ,,  , . ^ , , . -■fc'^Oi.:;'  f ..%  ' 

to'ieJtilr  't7i  1>&rioi^e.  fcari:  <’7‘) ' ,v^  ♦ ■ f^'uM  . rs$c^*iq  ‘.'/^f'  -'« 


^Snvr^,-9ifr  s.:V'<:«y2",SfLMn, 


-^'i- 


*£4mvtU  ■^'f>  -.i,,,..,  . 

,,  , ,.  ja^  1,,  ■ . , , ; a . »?  . , a.*  V , i»y^,|f 

: 4 - 4iwS 


?.r. 


‘Xr-  ■< 


■f,. 


.■*»■ 
::'dif<^,. 


-■•vjSl 


f'  4'-‘S©^4'i^4'^0''^  3.iq<)or,o4aijJoi54’  XJ^^  •aa'^  ^'*-^:xJ3.^ 


"f  ' ^;jitj-v;o.ptwt  €-idi  \.tq<}n3  o.^?qX9fl' 


•'  '"Y -£4  'r 


-5- 

but  is  broken  into  a number  of  pauses  and  movements.  In  1897  Erdmann 
and  Dodge  (5)  in  their  experimentation  at  the  University  of  "alle, 
besides  the  mirror  method  of  observation,  introduced  to  advantage  the 
use  of  the  telescope,  Lamare  (9),  working  in  conjunction  with  Javal, 
fastened  a microphone  to  the  upper  eyelid,  thus  enabling  him  to  deter- 
mine, in  a general  way,  from  the  sounds,  the  number  of  fixations  in 
reading  a given  line.  Doctor  Ahrens  (10),  at  the  University  of  Rostock 
in  1891,  fastened  a small  ivory  cup  to  the  oornea  of  the  eye  and  sought 
by  means  of  a rod  attached  to  the  cup  to  have  the  eye  movements  re- 
corded on  a smoked  drum.  Though  unsuccessful,  the  attempt  was  instrumental 
in  suggesting  to  subsequent  investigators,  a method  which,  if  perfected, 
would  yield  rich  results.  A plaster  of  Paris  cup  was  later  substituted 
for  the  ivory  cup  by  Professor  Delabarre  (ll)  of  Hainrard. 

It  remained  for  Huey,  however,  to  perfect  this  general  type  of 
apparatus  and  to  secure  permanent  records  of  eye-movements.  After  con- 
siderable experimentation  in  directly  photographing  the  eyes.  Dodge  (I3) 
finally  succeeded  in  photographing  "the  movement  of  a bright  vertical 
line  as  it  was  reflected  from  the  cornea,”  thus  giving  a fairly  reliable 
record  of  eye -movements  undisturbed  by  the  xinnatural  condition  of  a cup 
or  other  device  pressing  upon  one  of  the  eyes.  Dearborn  (14)  introduced 
the  use  of  double  lenses,  thus  enabling  him  to  obtain  records  of  bino- 
cular reading,  Judd  (15 ) further  improved  the  apparatus  by  employing  a 
kinetoscope  double  camera,  thus  enabling  records  of  eye-movements  in 
both  the  horizontal  and  vertical  planes  to  be  secured.  Various  other 
refinements  have  been  introduced  by  Freeman,  C,  T.  Gray,  and  W.  A.  Schmidt 
while  experimenting  at  the  University  of  Chicago, 

The  evolution  of  this  mechanical  apparatus  has  rendered  possible 
the  carrying  out  of  many  investigations  which  have  thrown  considerable 
light  on  such  points  as  the  number  of  fixations  per  line,  the  duration 


' \'c ’‘.J  -I*'  . .fnTO  ~ ■ ■’■  ‘"iui  'le .‘iSk/n  i’  *>■ 

, ,x- ii“  if,  '■  -;U  i»  n-UV^-aiw;/'  ii--'i‘  •'''  {?> 

...:,j  -/  ..•ot;t/'v-,=F,  'o  'ic  tcdJw.  -crita  >.!-• 

,.l,v.  »/-i-  ■ ^4in<»t«es  r.:'  •joW-kw  ;■<*;?  «w..  .'■  joissjil  s-U  '.i  '•*'* 

V-  (.■: , • ■ . ■■ 

>,i  o,-.,.X>K  :■>  -ir  -ladmra  «c  ' , r.  .,  ,'-.i.l  ft-i't  , '.sw  Ir.-.-n-.»  ^ .■  ■■'  ' 

Jjr.ti'xH  ■£<•  .-i"  ■.•fi-l  <..-.3  >0  ,'  ■i/,en»“.d;>  icJr.,  •■■ti:  «-/>•«.  ■ ‘ 

L-r  -Jc  (Nli  OJ  m-.  y~ov/  ■» 

^ ■ ' ' .'-Q 

' ’■>  - . ■■  ^ * ■■  ■ ■*'  ■ ' 

ja  ri 


iC'f'tflJ’iU't.i  f-'/V,' 


,<1  ro;^>;Sm  .- 

■ ■ ■' ' '■'  -Avnt 

n & .t"  1 '"■  '■ 

1 V'  •'  ■ ^.•..^^J 

. "'=?\rT«^h  ‘tc  ^JJ.) 

'••-I'-  !!' ..w.:  'h. 

, 1.'? 

jL-> 


■ r; 


U &(('  - 


>5^  \ ■ ' T ' ' ' 

ilc  ■ , -’  <■;>  wtJ  'ed.j . “ 

^ ,■■■’  'i'  ' ' - 

i«svi^d  ,£  -:c  ;tner^>y<};c  nl  Uf?^'  -or.- 

Jilpi.r-,  U-ifi't''!!  V-iv.ii  9rt.‘  «■  •■  H 

,;uo  t .o  ftcidibtoo  f!  -.tesSaviv-o-j^Sc  '■=■^<■1 

‘•.■al:  P.  ■I)  irux'tii  ■ . Wa  «»U  .ttWc  ««)■-•  j wiw.-^'-'"  •«>'. 

-,„.L  ' r:'.  -a.,  ^ .r  r:a  s«iXbfia»  , a'  .oO  .r^u  »«4 

"v'l  '\cUlO 


WVf^to.;q»!4v  v>i  a..-  • '••  '5»»* 


■■'  '-Hi  f "i<>  a*>‘«e!»r  ^7  toena  cif/.*  . aiuuoh :■■■<'  ■•..•a.wUii 


ejitv  .r-cw:^<:  *<cl  ■.:J  feansla  1 aoilare-.  f:tr  , ‘•‘png9t 

■ til  - f^OPi ' f " ' '■ 

♦ 


':\'.T‘.,  I,  ■'  Va 


ii  '-'■■■>  ,tfc  yrvi-' ; 

' , •■•  ' "t-  (!'  i ' .J  , i ■ ;'  ■ ' ^ ^ 

■ rnY  mrti  ^ 


-6- 


of  the  fixations,  the  length  of  the  eye -movement s , and  the  relative 
time  consiamed  in  pauses  and  movements.  Only  those  investigations  will 
be  referred  to  here  which  have  in  some  way  afforded  clues  for  the  de- 
velopment of  the  types  of  training  that  will  be  described  later,  or 
which  have  presented  problems  upon  which  the  present  study  may  be 
expected  to  yield  additional  data.  Since  the  total  time  spent  in  read- 
ing consists  of  the  time  consumed  by  the  eye -movement s , plus  the  time 
required  by  the  fixations , an  investigation  seeking  to  economize  the 
length  of  time  required  in  reading  will  naturally  be  concerned  in  de- 
termining at  which  of  the  constituent  time-consuming  processes  — 
movements  or  fixations  — the  economy  can  be  most  satisfactorily  effected, 

I.  INTERFIXATION  MOVEf®NrS 

Using  the  after-image  method,  Javal,  the  discoverer  of  the  dis- 
continuous movement  of  the  eyes  in  reading,  estimated  the  velocity  of 
the  interfixation  movements  to  be  so  great  as  to  prevent  clear  vision. 

On  the  basis  of  certain  investigations,  Erdmann  and  Dodge  (5)  calculated 
that  only  from  one -thirteenth  to  one -twenty-fourth  of  the  total  time 
required  for  the  eyes  to  cross  a given  line  was  consumed  by  the  inter- 
fixation movement®.  Quite  the  reverse  of  the  popular  conception  that 
had  long  prevailed  that  the  total  time  spent  in  reading  was  consumed 
during  the  passage  of  the  eyes  across  the  printed  line,  Erdmann  and 
Dodge  found  that  almost  the  entire  time  was  taken  up  by  the  pauses, 
or  fixations  of  the  eyes  at  various  points  in  their  journey  across  the 
line.  The  investigations  made  by  Huey  (12),  Dodge  and  Kline,  Dearborn, 
and  more  recently  by  C.  T,  Gray  and  W,  A.  Schmidt,  in  measuring  the 
rapidity  of  the  interfixation  movements,  have  conclusively  confirmed 
the  findings  of  Erdmann  and  Dodge.  With  such  lightninglike  velocity 
do  the  eyes  move  from  fixation-point  to  fixation-point,  that  it  is 


••  rant  y''.t  Zi  i ■ 


,/■  »" 


'K, 


-«?(.  ‘jri^  *i*'1i  bC-':-v 

.f_-V!  itl  .'VK,-, 

.:t>if:w  • ‘'J 

” "JV 
,,l 

•T-'  , ’•'i'* ,t'. ,1  t'i;  'J "iV'/aw  i' 

’ N'-  < ‘ '.R ; ."'i- t.'X77 

'to  ^-'  ’ ' 

' '* 

?f  ;’i  vJ't  ■ 

rrfo*?q 

..:  ffistn.  V.+01  oHrt 

.-„,^  .,,  ■ ■•  .-  f .r.;.n-  .1  - ..  «ei-4f3h»e»»..7U‘  *i'  . 

i ^ l ; '»rl(  ' *-  ' 


,^r,  rr  vfiit  r,;.  r^:-'' fl'T'T^'--  ©8Bw  'J''  7kt“.ir.«{ 

” I . . - ,,  • ■ ■ of  ' . t . y| 

,;  -.'n-yrir  X- •*'»«>  ' '•■■‘jf*  ' ■ '■•  - '.' 

':V.y  •'■'.TTV'T ■■'  . ' 

ntv'?<  V. -oe  1 1.'  '•  . , . • , • • «,  .-,;.-*x-  * .<  a.  si  'frtJ 

■ .,  V...  . i f /-'.V  j'riJ  -iJe^  *.  ■ 4:s#iK  vnr 

„ . ' jr.  ‘-  ■ • 


. ■ ■ Hmt':'-- 

.V,,..  f i ..'tri  ^»riJ  ri  rtJr.‘»---Hidt-s-v.-  irri’t;  • 

■•  =■  j ' : ^ 


^ -t  \ ^ V 


.EMsN«n*^r- 


. \ 
. •* 

\ 


I 

s>. 


K'atnoflno^  n.t  ot i.f5.«c- ' >»iJ-  s.v.\  !.>-•«. 

■ -:  JviiS.  /’■i-t  .'lo  ; 

.'■  ,J  .‘U  -7  5V  ■ -'Jii-rt©  •»  -ini cl  r-3 

' ■"-  ' '■’  JBJB  ■ • 

..*  -liiidi  / if  ■-■  \^‘  : : w-i^r.7.  )R  et-ye  '-'itxt  Wjafifi.  ^ x*  • 

,r;-Tc'J',  ■ , ■'■  t<3^,  '■ 

o.  J I'it  » 

r"  '"^r.  .XjCfrvi .‘  L.V'" 

I 

^i4  'i- 

' : - 

* ': . -. 


;yVf'wH  Vri  ’ ;! ‘o':>Aritr^ 


. j. 


i ''' 


■ - ;*io 'r^-  yi:,- 

"'■r# 

■''■*•  ' '■  ' f,  , ••.'  . ■ !■'■'  J 

;tr  - ''V  .'  .i'-o*"  c-c'j'l  -v-C^  3^ 

' t 


-.V 


T ' 

^ 5fi 

' r/i'M 


->7- 

now  generally  agreed  that  fusion  of  stimuli  occurs,  so  that,  as  far  as 
purposes  of  clear  perception  are  concerned,  the  eyes  are  practically 
"blind"  during  these  movements. 

The  experimentation  of  Holt  (l6) , leading  him  to  the  conclusion 
that  the  movements  of  the  eyes  produced  "a  momentary  visual  central 
anaesthesia,"  confirmed  the  findings  of  Dodge,  which  were  again  corro- 
borated by  Dearborn  (I?)*  From  these  findings,  it  is  evident  that  the 
interfixation  movements,  consuming,  as  they  do,  such  a small  fraction 
of  the  total  reading  time,  do  not  constitute  the  processes  in  the  read- 
ing complex  wherein  any  great  economy  of  time  can  be  effected.  The 
question  is,  hovjever,  whether  the  development  of  a habit  of  increased 
rapidity  of  silent  reading  would  immeasurably  affect  the  speed  of  the 
movement  of  the  eyes  from  fixation  to  fixation,  as  well  as  the  return 
sweep  from  the  end  of  one  line  to  the  beginning  of  the  following,  or 
whether,  in  spite  of  a considerable  increase  in  speed  of  reading,  the 
rate  of  these  movements  would  remain  unchanged.  By  measuring  the  rate 
of  these  movements  before  giving  the  training  which  resulted  in  the 
establishment  of  habits  of  greatly  increased  speed  in  silent  reading,  and 
then  by  measiiring  the  rate  of  these  movements  subsequent  to  the  acquisition 
of  this  increased  rapidity  in  reading,  data  have  been  secured  which  are  of 
value  in  the  formulation  of  at  least  a tentative  answer  to  the  above  query. 

II.  THE  FIXATION-PAUSES 

The  processes  of  the  reading  complex  which  consume  the  bulk  of  the 
time,  in  fact  from  twelve -thirteenths  to  twenty -three-twenty-fourths  of 
the  total  reading  time,  are  the  fixations  or  pauses  which  the  eyes 
make  at  various  points  in  their  journey  across  the  printed  line.  These 
pauses,  the  duration  and  number  of  which  have  been  disclosed  to  us  by 
experimentation,  constitute  the  real  "core"  of  the  physiological  pro- 


' ■ . 

-:v' ^ .•  j iriif  •i.nft'C-.l  . o. 


rj.'-  ■■  -'  " i 1 r, i'r  ,iJSV’0»-1 

- "■.nC'C  fi  ?05\A  e"-.'  n-^taut  ,•  lo  s-n-itn".  '’Hv  ;,• 

■i  .'li  r ; , -“x  , ..;  -^'iuxn  *'z4tiS'  n •'  . . ' n'iCMti't  •<;  ijjd 

;,■■  ■•<'.  * : .■•rr  ^ . i r '5^.w  .,-.a/_  t ::  *'•?  JrU  £ 


. •-'■'<  'Q  ,1 

•'  •:..+  rioT^dw  .•.i?'.rqnoc  y74. 

^ ■ r ..w. 


, ..P-i *t't£>  t>ri'  ^ 

,■■  ? ',■'  ■.'>'i!,' *’■  ' , ‘if- V ■ '^^'' /i  . £ i .•iCiy^<W.'Jf' 

-.'j  ■;',  •«1J  ’-}: L-xv,  \xifat  " u-ndlSt  ^'.tqc'z  .j- 


I '■ 


■•-■;,  7t-,  .xjnitrbXCc*^  o.t  snit  t»i^> . Iv.  "•  «''■»-*■  ' -•  ■ 

' J ^ .'t  <.  I.  ..  . 1'"”^  y-  r../.-,..  .,  :■  .•  ’i  •■  .-j-f 


,“.p  lo  t.iu£.^.nl  .-I  ' •’  '- ■ ,''i»44^^..,. ',  ^ 

i_‘.  • ^ ’ . . ' ■ ‘ . . , 

Jjw*l  ’tfri  j.  a‘**^ 


-.‘j’i^  nr  «/'>'«••  n 


hy.A  l>v’. '••'I ii-  £r>, 


•;anlv  snc^'led  ^idrjoJHfc'Vom  > 

-■  < . . .’'/X.^L..'.  'i  ■■  . r '-  ■ ;W.v,!’  --jJ  •, 

• ■ 'i.  ^ ...  i •'  L *a*'.  M 


E®n3 


+ iduri  ‘Ic  .‘  ■ ' twi?  i [ d R ‘‘■h ^ v V 


>->.f  >/.f.iiC^.oi!'  ftftipr  .’t  ..U'ityp&Qdtt.'^  et^n’J  lo  r.'.'rn  r,ii:J  :-ial^tr>if 


;r  'V:.'.  n-'-Triw  *■  -i»»r.  r.^od  evadv^t . , nniPBon  ni  >i.1i.Uq£'i 


qvCMi#  91 -J  x:.f  av ! UidTi'-t 


I .)<•  1.-;,  p,f  ,i  ,t,--:^tnr.*To1.  '■■lii  hi  t-irrfiv 


TAri-;  '<kt 


» -.  • *3 

•<fi  tc  diijd  -'d  rn.i/'w.'XfltXqicPO  ^f'bften  ^H.t  Ip 


^ ^t«»'  -4^ 


iOX^  "■  ’hAxiiija't  v>'-‘  ‘'^*^ 

* ^ ' ’ ' "U.  • , 

r>  '.'.-'nn  ^<1.^  'rr  yfin-iliCff  ‘i.lOi:d  r 1 .di^'.cq  -'i' X*'  ’• 

- ..'.,.  I.  |.  m<«Ml  .#*V  ,\A  I •'*•£!«•;  :.C)  :i..U  iv-.i-  »!<.'  . « ■•*'■■'». 


pIv.  (l!  ’ftv  .u1  I •'*•'{ ito-;  ';.o  :i,.tJ  iv-.i'  n<-' ; -’i-.p-i*?: 

'. '.i ' ' r 


ns. 


■ /■ ' 


-8- 

cess  underlying  the  mental  act  of  reading.  Since  the  eyes  while  moving 
are  incapable  of  clear  vision,  owing  to  the  velocity  with  which  they 
move  from  fixation  to  fixation  and  sweep  back  from  the  end  of  one  line 
to  the  beginning  of  the  next,  it  follows  that  whatever  clear  vision 
occurs  must  take  place  during  the  brief  momentary  fixation-pauses. 

Upon  these  fixation-pauses  a large  nxunber  of  painstaking  invest igamions 
requiring  an  elaborate  equipment  have  been  focused,  with  a view  to 
determining  chiefly  their  location,  duration,  and  number  per  line. 

The  investigations  of  Dodge,  of  Huey,  and  especially  of  Dearborn  have 
shown  that  fixations  occur  in  every  part  of  a word  as  well  as  between 
words,  and  are  apparently  subject  to  no  definite  law  of  occurrence.  It  is 
the  number  and  the  duration  of  pauses  that  are  of  chief  interest  in  a study 
that  seeks  to  accelerate  the  reading  rate.  For  the  total  reading  time  may 
be  said  to  be  the  product  of  the  number  of  pauses,  multiplied  by  their 
average  duration,  plus,  of  course,  the  very  slight  fraction  of  the  total 
time  — one -thirteenth  to  one -twenty-fourth  — consumed  by  the  eye -movement s . 

(a)  NUMBER  OF  FIXATION  PAUSES.  Investigations  have  revealed  in 
this  case,  as  elsewhere  in  educational  psychology,  the  existence  of 
great  individual  differences.  Dearborn  reports  that  his  subjects  in 
reading  silently  the  same  selections  from  a newspaper  averaged  from 
3.0  to  7.1  pauses  per  line.  In  number  of  words  perceived  per  fixation, 
the  average  ranged  from  1.9  to  1.0  words.  W.  A..  Schmidt  reports  a range 
of  averages  from  4.10  to  10.8  pauses  per  line  in  silent  reading,  and  6.1 
to  11.5  pauses  per  line  in  oral  reading.  For  Schmidt's  adult  silent 
readers,  the  averages  ranged  from  2.15  to  0.93  words  per  fixation,  and 
in  the  case  or  oral  reading  the  same  subjects  averaged  from  1.52  to 
0.87  words.  It  is  obvious  that  the  number  of  pauses  per  line  is  dependent 
upon  the  n’jmber  of  words  perceived  per  fixation  — the  fewer  the  number 


! -'..J 

’ « .1  fft.i',  • .‘j/.  lov  .<•»  ' ■••3 fw. ■,  .fieii  ' ■ ‘•••fti- 


t -A'  --; 


j/,  . i'Y  '--iJ 


-H-V'.  '-'Ti  ‘'V 

■ _ • ewc.^,.o\  .*■  ; to  v '■■!•■ 


kS  v'f^uV  'Iv.  .wpc.-'oc'i  •••3rt4 

-.  ■•'S'; 


■^1 


•'^'  ■ . ' 

1 vi '. -i  i-*5':’Ci'^‘'  * tifnu^  *c  ,.'  i 

■ ■■  ,/J 

’ i v.  f*uif  ffl*'  <•■  '■'■'*  i>  ‘‘‘- 


f5£ 


,;r  •-yuri 


. .^  >’■■•  .Ui'VOW 


Vij  :.•,♦£.  * ai'  > f 'to  '‘‘-  ‘■■'ti 

•’ ' ,|jir 

iA 


lu  ■ tif 1 ' i WJ  ’ ' ’ - i 


iV'/tn-XS  :•■'•,  f J ••-s.'l  Jr.wX  'TP'"  ' 


-.-odJ  V.i  .'=«•  V -..faftq.yj 


f; 


„ ,k-  -4g.  * ,:.  , 


*,  • • ,,  'I  I ^ ^ T,  ^ 

vctY.e^  Xd  r a' - t-c.'o  --  wjV 


'■■■  - I-.:  mj':- 


Ai  vx,<  cSSUAl  K'":  'TT’f- 

'%  ■ ;».t/‘. i;^’’ li^‘, '■/. r.iOi '■.•f'r;y.y c;  .r *••«»’•••' .tasr r.v  . ••C 


,/i  e^pq»*i  ri"rt:n*'.--i  ! 


„■./-.•]  ii  Mit'ifcvsi  *i^i;fcC£W©f!'  ,*i  iJtc'x.1  ,.;a'ji:;i>i;fll'‘:v;.  w.sa  ‘^lU  t >n:Psors 


,-,./.f.<n5<i’i  neq  ■Pevi.f'rrraq'  Yb-jcw  ts-Ajs-wo 

A*  . , 

iiAnqVi  AV'ij;  • ■■  • •'■  ^’'--nox]  ('. 


,'il 


»••.:  mr'!':  ii'-  •■'un  9^T-‘Ve' 


,^J 


■■'  ■■  ■- 

1- 

<i,:Iie  nl  ^rj.i  -yvO  > L 

'i'-  - rr 

' 

' IC-YLA  ' 'tO->'.*',ii, 

ti  “3  i 

',■■■.  : >•'  ; 

V>V.',,  •:  '■  .'A 

CTi'iJ'  i 

^OfJ  e ,t  r,q  ■"•  * 

*s 

* ^ ,«‘.  \ ,v '.;  Tf*-' 

q turjovf  ' r.* ^ 

■ f _■"•'■ 

-j'-i'ifVi’.  9«'._  , ■ CD*J  . &■; 

't  ' 

' • * •^,*'1 'V 

♦ p.»  i.  i 

;<{  :>,  r';/;,f^«-!{.  t ;:  pi<U'  ' 

■:  1 

^'1'  ■ 

J 

I 'i 

\' ‘ •.•1,  ; '1' 

■ • 1. -t;  ’».  '■:•  'r\  : - ' •••  ‘' 

,‘  V .'  ■ 

•Ti'  - 

■ 'T:fV4i  : 

Oiii  ....  frSi^  '?<■•'■'  ■ '-v/ '-■*'/.  x,1 

8it»(CW 

’,  '■.';<-Ar:  {:  ■ *■  rt''<Jt{ 

« * 


-9- 


of  pauses  the  more  extensive  must  be  the  perceptual  span. 

(b)  DURATION  OF  FIXATION-PAUSE.  Of  equal  importance  in  deter- 
mining the  total  amount  of  time  consumed  in  reading,  is  the  duration 
of  the  pauses.  The  number  and  the  average  duration  of  the  pauses 
form,  as  it  were,  the  multiplier  and  the  multiplicand  of  approximately, 
the  total  reading  time  product,  which  latter  cannot,  of  course,  be 
computed,  if  either  of  the  preceding  are  undetermined.  Only  compara- 
tively recently  has  the  experimental  apparatus  been  evolved  to  secure 
accurate  measurements  of  the  duration  of  pauses.  Huey  reports  that  his 
subjects  averaged  approximately  1855^.^  Dearborn,  with  more  accurate 
apparatus,  reports  a lange  in  averages  for  his  five  subjects  from  IbO.Sd" 
to  401.9^  Schmidt  (18)  reports  a range  of  averages  for  his  silent  readers 
from  214<r  to  hyOff;  his  elementary  pupils  averaging  from  2640*  to  4380^ 

T5rpes  of  training  to  develop  habits  of  speed  which  result  in  a 
considerable  reduction  of  the  total  reading  time  obviously  must  either 
diminish  the  number  of  pauses  or  reduce  their  duration,  or  else  effect 
a decrease  in  both.  At  the  expense  of  which  one  of  these  processes  is 
the  economy  of  time  to  be  secured? 

From  his  elaborate  experimental  investigation  of  eye -mov erne nt s , 
fixation-pauses,  etc.,  Schmidt  concludes  "that  a momentary  silent 
reading  at  maximal  rather  than  normal  rate  involves  a shortening  of 
the  duration  of  the  pauses  rather  than  a lessening  of  their  number. 

But  this  leaves  unsolved  the  problem  as  to  what  would  happen  if  the 
subjects  were  to  engage  in  practice  extending  over  a considerable 
period  of  time,  gradually  forming  habits  of  reading  at  maximal  rate." 


1.  Sigma  (<r)  is  1 of  a second. 
1000 


mm 


'-  '■-!  '■  V V,  ./A' 

• '"ooiVei'  ■■A3  A,,;-«£be*>-.  ni  ■!)*<««>««««■' 


'“  s 


^ ,js»a4jc^ 

» *.i '*?•  “ ^ L '*  * ' 

M ;WiTtW  fe  tfoi.iw  ..t:ii:bo-tq -»»1’ j*  ;'f 

‘-r^*  55»ih»3#Tq  •ti'*  '><»  ,t«A#C5 

fc«j.vXov9'n<>ed  axiic'iAnv  £m#rt4^l5^^*2  v/*Vli 


till  lcri>  P.i^W3«'r  I0 

'.i‘  ' *'“  < 1 

l'„.  t.-ii'  ,n-:ctf-ii»0  ^,”B^(Hr.Tf»iaj*»tAt(!»'  bfe«ww  '|4'»*t*M^ 


A>-ch^  (ex) 

•.i  ‘ -;/*  -.  is  ' 'rP. 


li'\abT^91 


-X*  -■V'y  ,'+  , W ■ r . « 

r!  ' " ■ * ' ■ • **,./  ‘A  ' Z-  .<  -f  ' . ■ SP  ■ .^1 

ipi 


ii  ft/;  iloMTi' 


y ^ ' 'V^ 

i!)';<tei'<iM  b(>«^t:  ■tc>4i^»;S '/:!'■' fiPvaS  nJ  ^''' 

■»o«»  Ji^jii.if«<-cj;vrio  e^'Ss. 

^ ■ ■ • liK  ^ '1  , . '■-  y»;  ^ • ' ''*■•  --.-L 

%^S* 


^ ^ ^ ’ , ■ ' I ^-'  '*  ' ' -.■  - f;  ^ ^ - ‘ "*  V'  ’ ^ ' ‘-|p| 

1^'  .*;  »a.K,fnc  ;««j'i^<w  f 


-,.,  ■ lii  - ’ ■ — 

€>d'  f-foiJ  'lo  ■'BOocroo^^eriX^ 


eit:  <’ 


T 


.t 


.^.. 


. V. 


*1  '!  - ..,y-  ■ • • 'j 

;-  -'® . jn.4 -m 

-<  lc;v4L.«iri«  Jraxixw^Js 

• « terti  n»a^K-2  stW>=<T  .«i_lo,'.ioi/aTiH>  "'Ifp|_ 

■ .,  ojU-  Ti  wi'o"  »A3  be»Ioins>  ■ ' 

I ^ /’W  '^'J'  ■’’■•'*'  *'  ' A 5'  -j  ■ • ■ ■ 

/'■  .'-.v:i  ,.^-  V 

' V:.  -ly  ,Tf'..;  ,,  ■ 


''■^'  , <MAI  V nii 


,,  »^T  jj-. I,f 

’ t'VV  ■' '.  I i xi' 


-10- 


This  he  classes  as  one  of  the  "interesting  but  as  yet  unsolved  pro- 
blems" in  the  psychology  of  reading.  The  present  study  throught  its 
silent  reading  and  through  its  application  of  these  methods  of  training 
to  pupils  in  various  grades  of  the  elementary  school  for  a period  of 
two  months,  has  sought  to  establish  just  such  habits  of  reading  at 
maximal  rates.  It  is  thought  that  the  photographic  records  of  the 
eye-movements  of  some  of  these  pupils  taken  before  and  after  the  acqui- 
sition of  this  habit  or  rapid  silent  reading,  will  yield  some  interest- 
ing and  valuable  data  upon  this  particular  problems, 

COMPARIS05N  OF  SILENT  AND  ORAL  READING 
I,  BY  MEANS  OF  PHOTOGRAPHIC  RECORDS  OF  EYE-MOVEMENTS 

The  most  important  of  the  recent  contributions  to  the  experimental 
study  of  the  reading  process  have  come  from  investigators  working  at 
the  University  of  Chicago,  An  elaborate  experimental  study  of  the 
motor  behaviour  of  the  eyes  during  the  reading  process  has  been  made 
by  V/,  A,  Schmidt, (7)  His  comparison  of  the  photographic  records  of 
school  pupils  is  significant  and  instructive.  His  records  reveal  the 
physiological  basis  of  the  superiority  of  silent  over  oral  reading  in 
point  of  both  speed  and  comprehension.  This,  his  group  of  45  adult 
persons  averaged  1,7  more  pauses  per  line  in  oral  than  in  silent  reading, 
while  the  average  duration  per  pause  was  72, 6<r greater  in  the  former 
than  in  the  latter.  This  made  the  average  fixation  tLme  per  line  1119. Icr 
longer  for  the  same  subjects  when  reading  orally  than  when  reading  silently. 

The  smaller  number  of  fixations  per  line  and  the  shorter  dura 
tion  of  the  fixations  may  be  said  to  constitute,  in  a general  way,  the 
chief  physiological  basis  of  the  superior  soeed  of  silent  over  oral 
reading.  The  closest  index  to  the  physiological  basis  of  the  superior 
comprehension  in  silent  reading  may  be  said  to  be  the  smaller  number 


■‘/n'l  ‘ 


■«.v 


-v/icv.nu 

. W.V’-"  1 “.</.:  loc>r,*  'v7m- e.lJ  ':  ••’.-•t  ‘ijl 


C'f 


- J C'  “j  o-trt  ^ !iH~  ■ c-i.  '■  i ''  \ 


S. 


t,  ‘ -.i#  . ’ 

t.-.-',i  r:^  . . 

• -'.i  fX.,i^SHLT\  V' 

4, 

1 

HI  . r;U  -.'■'.'UoM 

p.f  t 

..•-i.A’?  jfJuiMm 

'1.^ 

e 

3,-  /5-Dt-^,  fT*,'^  • 

' ' , J ,^i 

! 'T-?  LX#!-  ti  • ■% 

r: 

. fj-  i *lp  ! f ' 1 

■■.  n 

S-JAb  f 

'■  'jr  ; 

■^i 

^xvToS^'  '^’>.  X'"’' 

4 I. 

j,.:  • - '■  lu'lT  :';’  ; 


ari4  ... -e  n.  . .y-oltC  Sft-?, 

- "iV*  f *'*r* *i^v  *10^  I 

- . 9l>Ki»i  n!?*?d'.er,rt  ^t,f  xu  v. ,■..••  -••■■ 

V ■■  '■'i^V.'  ' ’ ■ ’ ■ ' - 

*i:”  «e.t'£O0'.iT  cjiriiVti xc  .roC'<ci.'>'i.'^  ■ < •'■'  * •'  ... 

,S  ‘ ^ 

■’■.■■TL’,\  '7^  j'  ...  . _ / . 't  * » ; r -A  c tkrt' Tn  fwiTi'liiiri  '■ 


....  V 

. '’'"'f '■'■■  ^ ' -I-WJU  f^*-r  *'*r  •- ii'-.'r.i.*TS4fTL'ti  Sit'  "’■C.'  Bi.PvAd.,X"'‘'U*0'XoXaX?^'~ 

. -tei:  ;ini;i:«<o*J.  r.«4T-5-  ■»-?'««•.  -^c  •4C-x.^s«qi-v. ««_  ^ •-.  .^ 


^ ,ncfeft«riiincT,!c:^  ^ 

A ■':  ■">'"'  ' . • SWjft;- 


3^ 


V .*■'  — " 

' .,,^.  .l’^€n.fl '-i-a  ^i-^aoiiB-xn  e^;i--v-;'  .nn  L?^  ' 

:/iii?Xx0.'  vui-,..«--  xi-e.no 

n?-kftG  r-nil  ■T*f»o  i;- r-f* .,'■+'*•■*■  n ■••"' 


■'  , "»!'>• 


-.M.. 


- ■ ...  fe'*i 

,'l 


. iV^ 


./  , i:xns.M“a  ■'  '*•  ^ ■.•«•• 

"475 -i’ ' 'ir  ,'JE»*ftc  -joXnct^oK  ,tf*.  ni,y<^  ^v'**‘* 

f f 'It  I pH- I 'ift  «iin 
•'"Cl}  n 'f-pJ.'.Mcii  ‘■X 

•< 


- ■'  Y»'<f|  •2‘‘X  I 


\f*yc^i  ’■  ‘."  If  '*rt  ? • •'-i)PPT, 

•;  n.’ 


4‘/^..,J 


'.'4“ 


-11- 

of  refixations  per  line,  A refixation  is  a regression  of  the  eyes  to 
an  anterior  portion  of  the  line,  which  portion  has  been  already  once 
fixated  but  which  has  evidently  not  been  comprehended.  The  refixation 
appears  necessary  to  complete  the  understanding  of  the  line.  The  group 
of  adults  averaged  ?4  per  cent  more  refixations  per  line  in  oral  than 
in  silent  reading;  the  high  school  pupils  55  per  cent  more;  and  the 
elementary  school  pupils  62  per  cent  more.  Schmidt  reports  that  his 
subjects  ’’read  57  per  osnt  more  material  silently  than  orally,” 

On  the  strength  of  his  investigation  ^chmidt  draws  the  following 
significant  conclusion: 

"There  is  in  evidence  in  connection  with  silent  reading 
very  definite  tendency  towards  positive  correlation  be- 
tween the  rate  and  comprehension,  rapid  readers  repre- 
senting higher  quality  of  comprehension  than  the  slow. 

No  such  correlation  is  in  evidence  in  the  case  of  the 
oral  reading.  In  fact,  there  are  some  indications  that 
an  increase  in  rate  may  be  inconsistent  with  good  quality 
of  comprehension.  The  difference  between  the  two  types 
of  reading  would  undoubtedly  have  been  more  marked  had 
the  subjects  been  trained  to  distinguish  between  the  two. 

As  a matter  of  fact  reading  has  until  recently  been  taught 
so  poorly  that  it  is  extremely  hazardous  to  speak  of  stan- 
dards for  either  type  of  reading  as  well  as  standard  dif- 
ferences between  the  two  types.  Training  in  silent  read- 
ing has  been  almost  unthought  of  and  whatever  may  have 
been  accomplished  in  the  case  of  ofal  reading  during  the 
earlier  grades  has  not  infrequently  been  undone  because 
of  indifferent  practices  in  connection  with  the  later 
grades.” 

C,  T,  Gray  (19),  in  an  investigation  recently  conducted  at  the 
University  of  Chicago,  has  contributed  additional  valuable  data  on 
the  types  of  reading  ability  determined  through  standard  tests  and 
laboratory  experiments.  His  findings  likewise  emphasize  the  superior 
efficiency  of  silent  over  oral  reading.  The  methods  employed  by  him 
in  the  experimental  laboratory  to  increase  the  speed  and  compre- 
hension of  two  individual  subjects  have  largely  furnished  the  clues 
for  the  formulation  and  development  of  types  of  training  which 


r*r  ■ ,*•■  ' Mo.t.'cxr:  •.  . m*.'  ■ t.*  'T 


‘ - rj 


.•  •too' : y-  r/ft.-i  ..V,'  " ‘ i^'tyxir 

' ?n^  ■■ 


r rri 'jj’i*: j'  r i"  0-t  ''  ' I'l 


. .'il  ‘ 

,.jj  ,jd.  (■■.•,•'  »««c  -j.oq  ^ y • "c 

t^tii  ' ■■  ■■  nim.^.o  . :>»  '•'*  V 


fr 


. 0 v^Jr  i:  -.  :r.l’z-.irr  ••  ■:  .'nc: 


•. '.-a'lb;  •;  ’/■’ .0^  r.ciJ'o.i?^'  -vrii 


:v<; 


c.-l.'  .1- 


ai'v 

gv 


; »icl  0i'is/;cv  • v l'Urnji 


■y.;:  I • I i 

• V . ''  ' ;tr  '.  -'■'  •'• 

t '■1  *-  - * 

S’.  - - 


.‘w  r. , i yto  ■ mu''-  i ' ?.',.:oiu 'jr*  • 

..  ,L.  t :•■•:-•>■  ini'i«b  \:n«Vs 

^ ^ ' /7 L \ {•'  ' ' r '.  ' ‘ • ,*  ' ^ -/>'*•’  > r* ■ ^ - vj  V 

■'it.,  • ■'!:<*■'  *'X’  A ■ ' 


■ 

J 'Tr<-  ’1  J 0t?'','WO-  . ;,  /J 


.ijjMT  r -’A  / </; 

- - 


■ 'ir;  '-•  ' y'-i  a'  nyjc' '•'■'•■  '*•'  (-  ■ ' ' -■•”:c '.  '‘'..nr  ; 

f... ^iU. /.J  •' .'m.:  'r.t>/  »••=-.  •>'.•  ,■•..••■■•.',  W . ii-Jxi  -n.  . . 

-.■i;..!’r  * tnr-  itt.M'x' -•'.  ' 

/'  ,-.  - J CVJ  , !■' XK'Vktfirf  -C-Vi^i.-iy'l'lil  fi  . / { £r;»fi*--V -p/.r 

i.&ji  i,- ;.r*.L(i  .1  • ■■  • ' •i’l'.  x;Li;r' ^ \^%i'-.:’ 

. ^ •-■!<  f J ^ 

-,u- - - . .:  ^ f i .^6:^  f -* 

-*iii>  'j<c-  ■'. T 9v-  .'A  'V:uk;e*i. '*•■;  -loi 

-i,  ■-fi.tii>xT:  ^ ir'  v:c'OiT©*t©i  ^ 

-T-.-il  yn;r;  --50V'' l-nfy  Tv  jT^-,t.t’.U'^rty,  ‘ evd^crH  ylx  _ 

•i  ■ ' 'titTU'i.  '.i’T  Ti’‘^c  *to  f i ' n, - o -,  -.ij”.*,;' 

-•■iiuVJ'l  i:f  t . ,;•  :.&©d  -rtt-;-, -Y’rrr  ioji  «#ri  •;{'’«^  • ; ‘ ft^/*'. 

'V,  t-T  -■.■.*  »j' V i-;t : ■'  •.'u-jco  ni  i.eo : iruv-  '-,Tr  Ip 

■/  ' 


■ ' ■•  '•  . 
v'' 


' '*r  vr' 


©.It  1(4  ,i  : ..■hni ’)  "(.tdnefn;-'  noi  i-:,iiV.:'Vft  n ’■ 


■ ■ - I 

.r  el<ir.i':  V C.w  J tifc..---  t/v-wti/i- * -vncr,  .-f  • - *>o 


■ '*'■■;  vl.,.xir.i;  '.rti*  ''>*'1  'to 

' <T  V' 


!:r»;  ...‘3^1  '■••.*•:  d'Mfc'ii';  ' 'V-’’ 

v*jj  f*3/ V •f>! ;.ji,  ■ bn . '-ii.-  »'  • • - •-  < > ,c 

.r,  'fr.-Tl'.uV.a  — ..ai.r-f  'ti-io  'T,  v'-fW*i-..x  :1*‘ 


’S'4 


■ * 

evc,1  h7-  U<-  '■  ' .’ 


.T.  £;••■■  Jii(.  •' 


X.f  L ’,■»  ff 


■’:^  ■ /■' 

;ot  '‘.pi. 


; , *■ 


>*  . ij 


rfV' 


13  a I 


S 


D'm  e_ 


-I'm  ~V\nGL  ~I3  a e 1 o "rn  © 'n  "t  o i* 

S ^ee  cL  Iyi  S\  ie-n  t ^ d \ nn  ^ 

o 


hcnro  been  adapted  for  olaac-rooa  preoed-jro  ue^or  tbiO  ordinary  cemditiono  of 
the  sebool*  In  tho  oin^eonih  yoarbool:,  T.*  S*  Gray  (SO)  elaborates  those 
and  othor  faotcars  tendii^^  to  condition  tho  e^C^oicnoy  of  silent  readij^. 

Tbou^  tiio  types  of  training  to  bo  presented  in  this  rsemograph  had  been  forcaiu-  . 
Iftted  previous  to  the  aj^oaranoe  of  t!>o  yoarbook,  it  is  believed  that  all  of 
Gray*  8 zadn  suggestions  been  inoorporstod  in  tlie  dovclo^siortt  of  tli© 
types  of  training  in  the  present  study.  Judd  (SI)  3oae  .^J.ce  greatly  stiau- 
latod  ii^tcrcst  in  the  n^urc  of  the  reading  process  his  recent  aoaograpli 
in  'shioJi  he  interprets  tiso  rseaning  of  x^2otogra»M.c  recoils  of  eye-KKJvcr*:'»cnt3, 
fixation  pjmsoE>  eto.#  and  points  out  thsir  diagnostic  value  to  tei?.ohGrG  of 
reading.  !The  present  study  has  attcsjwtod  to  utilise  rsK^y  cf  his  suggestions 
for  inoroaeing  effioioiu^  in  silent  readiz^. 

II.  fy  UecKc  of  Standard  Toots. 

rigni-fioart  as  arc  tl-jo  findii^s  of  the  psyolwlogioal  invoctiyation 
and  the  Isiboratory -c:qj€n“ii3ents  in  disclosing  the  funotioning  of  the  various 
oonstitaeat  processes  of  the  readiig  ooe^Iox,  i^iocdng,  as  they  do,  the  j:jJic3,do« 
logi<^  basis  of  the  superior  effioioncy  of  silent  over  oral  roadir^,  it  is 
cliiefly  tI;o  rsacs  of  invostigationc  ‘i.hcjwldn  tiio  effioionc;;’  of  eohool  products 
has  boon  rseasured  by  the  sis^jlc  standardized  toots  that  lijnrc  ooirvinood  aikl 
are  still  convinoing  practical  school  rson  and  iTocien  of  tlK>  oi^riority  of 
ailont  over  cral  poading,  both  in  point  of  speed  and  cocprs^ionsion.  Tlio  ap- 
plication of  a variety  of  ocientifio  stendordisod  reading  tests  to  pupils 
in  the  elenan'-ary  aohool,  hic^wsohool,  :$nd  collogo  luic  resulted  in  tlio  acous:a« 
lation  of  volitdnoua;  dato'confirning  tlio  abervo  oonol\islono  of  the  orq^orln^ntol 
laboratory. 

(u).  3a.:iparlcon  of  Hatos.  In  1013  Plntnor  (22)  oonductod  (\n  in- 


▼ootigaticn  ’...I twontywtlaroo  pupils  in  Uio  fourtli  grade  in  t/^doh  ho  found 


. V 


^'.-  . ■■■.,•'.  :■.■•  , , 

i-'  » . H ■.  •'  ( ■,;  >^  L • 

, j,  »* '■  ■>*  i.'N.x!  •' j , ‘‘'  '.i‘:  <!*  ■'/' ''  ‘ )'  , w — ' '-' 


,v  t If, ••■•'ri).f-. 


^it'  ■ 


•.-V, 

; ;,  <^  v-5,  4*.v”  ;■  ■ 

■ ‘ ’ t '^  ••  f . 


> - f:'  ' 


i.-h: 


V'  r 

''•  , A '■  ■ «yv'. 


■vi-%*:." 

'^; 


iM.'V 


. fi  ij-  • ; /■ 

* ^ r ■ * 


' ' <f.  ;■  ■' ’■ 

• ' V '’i  ‘ 


, «■,  _i,..  .^..^  ■ m-  . 

'■  ^i''-'7::'- i>  t'T  •5aij*i^  .,'•  :'  : ' i-'t  ,-‘^M  i-  ‘ '■  ‘it-.*  '1  a ^vt». 

‘-'vV  '■"■'  ’*  ■ , 

' ' ' '■’  *'*  ' ' ' ' , ' * ' '**  ^ '’i'  ' ' •^■■''^  ' •' 

. f-A  #‘';:  ‘ ‘ '■_  , i' * ' ■' ' ■ -''5  ■ v*» 

Vv.  :.  ',  *J‘'  v 'iitXK’ • 'v-  t’p  V '.  I" " * ' '.  . ^ Xi' 


■;X  ■, 

If 


'■"/’^  ■•'■■  ■;’!•■  .»;*.•  .*.*■>’>••;•  A'*. • ..  .'„vi‘  \ '.v  . : • ' ••  • • .‘.  •>•  • 'j  V ' ■'  ■' 

J . .-.  ■ - 


•■  -i:'5^^«W.’'’  ‘ ' ' ■' ,^ '*4' V:i^* ; /. 

■,'■••  • ''jVJV';  9-'  ' . ■'  ' ' ’’  V ->  .iZk  i‘  - ^■  v/.'\  i^4^:  ■•  '*  '-*■  X 

f’'i’'^'V  ' • ■ * ’■' ' . ' ' ','  ' ' "'  "■  . i'  / ' ' ■ '^'i"‘',  V '■>  /'  ' 

.k:  *‘tui  . ^ 2Ll.  i-i.  '■  .••...«>• '; . . > - i '.  . * "■; 


? ;;  > .:*,"  ■-i:  ; ;7'\S\  ’ 'VX'','  ■ . \ 'pn  ' .• 

V ,'.  V!.. .a:  ,;  ,.  Jr<'''"  r'  ' ..Av/Xil'ii.  . .’X'’' ' '*1^ 


:•#,  •-•.• 


•'■  ' ' ■■'■v^.- ;.  -rf  , . .'•iv 

r' :vj;' ' A ' 

•V  ' ■•/>^.4',„  ■•  . ■ ■.■V.\'^-,  \'S  • /'S3I ■ ■ 

,.  f.  f‘: ' . ■'..*•  ••'  ■«;. ‘■•■M. • -"* •■•  ■ 


V *<  r, ) ■,  ‘tf  ' ' 


/V  ■•'  ' ' ■•' 


^ .1  ♦.  ^ , • ■ I I ^ • ■-■  », ' >•  / _ 

t.r' 

'-^AA  V "«:5' 


■ V • \-?5 

'"■tl 


-13- 


that  the  pupils  reading  silently  averaged  eight  lines  more  per  minute 
than  when  reading  orally  — a superiority  of  40  per  cent  in  point  of  speed. 
Oberholtzer 's  (23)  investigation  of  the  rate  of  silent  and  oral  reading, 
as  shown  by  testing  1800  elementary  school  pupils  in  grades  three  to  eight, 
yielded  superior  averages  for  silent  reading  in  all  of  the  six  grades 
examined.  Starting  in  the  third  grade  with  an  average  superiority  of  0,2 
more  words  per  second  when  reading  silently  than  when  reading  orally,  the 
superiority  of  silent  reading  in  point  of  speed  continued  to  manifest  it- 
self increasingly  through  all  the  grades,  until,  in  the  eighth  grade,  the 
pupils  read  approximately  one  complete  word  more  per  second  silently  than 
they  did  orally  — the  averages  being  3*9  and  4,8  respectively. 

The  investigation  of  Meade  (24)  with  100  sixth  grade  pupils,  and  es- 
pecially the  extensive  study  reported  by  Judd  covering  all  the  grades  in  44 
different  schools,  prove  the  grater  rapidity  of  silent  over  oral  reading  be- 
yond all  shadow  of  doubt.  This  conclusion,  after  all,  is  only  what  one  would 
naturally  be  led  to  expect.  For  vocalization  involving  rather  elaborate  move- 
ments of  the  lips,  tongue,  vocal  chords,  and  general  throat  mechanism  is  a 
much  slower  process  than  visualization.  Consequently,  in  oral  exhibition,  the 
reader  is  obliged  to  retard  the  rate  of  visualization  in  order  that  the  more 
tedious  process  of  vocalization  may  keep  pace  with  it.  Synchronization  of  the 
vocal  and  visual  records  of  oral  readers,  as  secured  through  an  elaborate 
mechanical  equipment  is  an  investigation,  the  results  of  which  are  soon  to 
be  published  by  G.  T,  Buswell  in  his  dissertation  for  the  doctorate  at  the 
University  of  Chicago,  offer  corroboration  of  the  above  conclusion. 

(b)  Comparison  of  Comprehension,  Not  only  is  silent  reading  more  rapid 
than  oral  reading  but  it  is  also  superior  in  point  of  comprehension  of  the 
matter  read.  Though  oral  reading  secures  more  time  for  the  process  of  com- 
prehension, yet  the  division  of  attention  which  oral  exhibition  necessitates. 


. I.,:  ■■■■  •-  la's- 


. -■  ;;  t' .trt'ISJ'':  r'.~  -7C 


s;  ■■:■ 


h-ip-  v tr^o^fe 


i i.N  y . ^ 


■'  -^  , .-  -V- 

*l  . ‘ i’^-1* 

r'.jy  A'*X  .'•  v3!f  *''.L.'Jo4p  X*V0'0V>  . S.  ,-:  ' , 

, .t  (I 

.'■  1 , ' -^  ■ 

•li  , , f ■ U-  ' r-._  • 

’ • • - ,-  •''■■■Jlr  ■ ' , ■-. 

>.  " ■"'  . « • - 

n^-  •, 

' *■ ' ^ *W{Xf^ 

. ..r^  - . 1' t Tv . 

■ : , Ui.' 

**  • ^ 


< f*  i v\ 


'{>••  .e  i * i ' 

-.i-  - -i'  i,  .''' ;?  V 


t 


'» 1 r vU'* 


! I.  !f 


r*  ;o  ^t• 


. t;^:c  <••  wDt2  - -^'' 

■■•ii . '-?  -■  ■\sf,-'yJtJ  - ^ 

rr.i  -ii.:  .Utl  at.  ; • .'  •’'  'v'  T. 

Okie  '/ 

V.v,7 

• I 

.••  ' c*^'' 


-14- 


drawing  part  to  the  task  of  articulation  and  enunciation,  and  part  to  the 
understanding  of  the  content,  seems  more  than  to  counter-balance  the  first 
apparent  advantage.  The  effort  to  emmciate  correctly,  to  stress  in  accor- 
dance with  the  laws  of  the  rhetorician,  renders  difficult  that  strong  con- 
centration of  attention  upon  the  content  side  which  is  the  sine  qua  non  of 
effective  thought  mastery,  and  which  is  more  readily  obtainable  in  simple 
visualization. 

The  results  of  testing  by  means  of  various  forms  of  reproduction  of  the 
matter  read  serve  to  reenforce  the  above  conclusion.  Meade  reports  that  all 
the  sixth  grade  classes  reproduced  more  effectively  when  they  read  silently 
than  when  they  read  orally.  Pintner  reports  that  a greater  percentage  of 
points  were  reproduced  by  his  fourth  grade  pupils  when  they  read  silently. 

As  a result  of  their  investigation  in  1916,  Pintner  and  Gilliland  (25)  draw 
the  following  conclusion:  "the  silent  reading  of  the  adult  is  quicker  than 
the  oral  reading  and  at  the  same  time  the  number  of  ideas  remembered  is 
slightly  greater,  certainly  much  greater  per  unit  of  time," 

(c)  Correlation  between  Speed  of  Reading  and  Quality  of  Comprehension. 
Besides  demonstrating  the  greater  efficiency  of  silent  over  oral  reading  in 
point  of  speed  and  comprehension  a number  of  investigations  have  shown  the 
existence  of  a positive  correlation  between  rapidity  of  reading  and  quality 
of  comprehension.  As  far  back  as  1897?  Quantz's  (26)  study  led  him  to  con- 
clude that  the  rapid  readers  average  approximately  37  per  cent  superiority 
over  slow  readers  in  the  quality  of  their  work.  He  observed  then,  what 
later  researches  have  confirmed,  that  the  memory  in  the  case  of  rapid  readers 
seems  to  be  more  accurate,  introducing  in  the  reproduction  of  the  matter  read 
less  extraneous  matter  than  in  the  case  of  slower  readers.  As  a result  of 
his  study  reported  in  1911?  Hendricks  (27)  concluded:  "in  the  percentage  of 
thought  reproduced  the  rapid  readers  excel,  giving  91  per  cent  of  the  thought 
as  compared  with  76  per  cent  reproduced  by  slow  readers."  After  an  extensive 


t: 


N ' 


■■■  aii  •.  • .b^^.-^uiWt^  I*’"  r.f  luilUfi^  ' cr  >1^.  ^ 


4,'*&k:ini}f}6' oi  i^'r»-  «ti  " -,'  vc^Ji'S^ba-  ine 

, -..  • ' ■•*..,-*  > -^-  '>»■  ^11  yi>J  .ff  !’■  JS  »j 

-/S^^ i‘^4|!p^,fi'j>lT'iiJ3  Bt©bo<rr  ,rt'«.io,tT[<W»cHv9/ii  ^<>  « i 

' >J>;; 


, ■•  Cvii'Sfeba-  ine*n«^iS 
•9/tfil> 

fT'. 


rki^'  ’!  ■,  in»*no9  roqt^  /tdi^,'ieJ^i;  u,  , 

. •-•#•  -T-T-STlrdW  .'*.*■*' 

. . . 'v ' ••  I • , - ■ * , I • *,  . , 

't  ^ ■ * '"'  ■ ' ' r*'  * . i. 


1 


-:v  . V- 

f : ^if,.|ff'‘^^li#' sinoqsw  ^ j^>,  n no” 

_ ' ^'-'  "■  ■■'‘-■>  ■ -'  ■'>  -^W'' 

^ ’ vtiYioi'3  laB8*i' nv^iSv  e'iO0  bi^ujt^nqri  ^>;. 

r ^ ‘ "■  ■■  4'  “*  ' - ‘ S'  ■ ;■  ^ \ 


■ *7?;'  K ’ \‘  '"  i ^ v^'-  '*'  ' “ ■’D  '‘-J  ^ 

-%'j^^i^'' x^&*-  ^jf4  a^.'.nnr^pn  ' 


C''  '•-. 


-vV  , ■■  ^ :■■,'■  ■*  ' >%ff  > ■ ■■  S|^f- 

' ’ ^ -^f n .'  ^ 'r‘ , ?*roOfi«'v  ':vi^-I« o -i& a*o.  r.  > .W  f *5*4 *'i'«  ;t  ' < 


i 


1o 


«■  'jm  ,■•  >J-  ;-■  ...  . ■*  •?w.-.-'.4iti  ■ ,' 


* «> 


i.lnJaortV  r f/*a,t  ■ 


y-nsdtfc-iJ 

i^v.r,?;*  ' ,'v  ■' ,^' w.,  ; ..  '‘j,  '‘.is  V'# 


-15- 

study  of  1831  pupils  Judd  (28)  reports:  "These  figures  serve  to  emphasize  the 
fact  that  good  readers  are  usually  not  slow  and  poor  readers  are  usually  not 
fast.  It  will  be  shown  later,  in  detail,  that  rate  is  parallel  in  a major- 
ity of  cases  with  general  efficiency  in  reading.  For  the  moment,  it  is 
enough  to  point  out  the  chief  reason  why  ability  to  read  rapidly  is  a fair 
measure  of  the  mastery  which  the  reader  has  of  the  printed  page.  The  poor 
reader  is  one  who  is  unable  to  pass  readily  from  the  printed  symbol  to  the 
meaning.  For  the  poor  reader  the  mere  mechanical  processes  are  obstacles 
and  he  loses  time  in  trying  to  perform  the  preliminary  acts  which  are  neces- 
sary before  he  can  comprehend  the  passage.  In  the  case  of  the  good  reader, 
on  the  other  hand,  the  mechanics  of  the  process  are  very  fluent  and  rapid, 

Ihe  proficient  reader  has  mastered  the  words  and  moves  on  without  hesitation 
to  the  meaning.”  W,  S,  Gray  (20)  thus  aptly  epitomizes  the  experimental 
findings  on  this  point:  "The  rapid  reader  is  usually  more  efficient  than 
the  slow  reader.” 

SILENT  READING  THOUGH  MOST  IMPORTANT  IS  NEGLECTED  BY  THE  SCHOOL 
Though  investigations  have  shown  the  superior  speed  of  silent  reading 
and  its  greater  efficiency  as  a basic  instrument  for  the  gathering  of  thought 
and  ideas  from  the  printed  symbols , yet  one  finds  that  the  schools  not  only  teach 
reading  as  an  oral  exercise  but  stress  that  side  to  the  almost  complete  exclusion 
and  disregard  of  silent  reading.  There  is  no  place  in  the  curriculum  in  the 
overwhelming  majority  of  our  schools  for  silent  reading.  But  may  not  this  ap- 
parent anomaly  find  its  justification  on  the  grounds  of  the  greater  use  to  which 
oral  reading  is  put?  Frequency  or  extensiveness  of  use  has  come  to  be  considered 
probably  the  strongest  criterion  determining  not  only  the  inclusion  or  exclusion 
of  the  various  parts  of  a subject  but  also  the  relative  stress  to  be  placed  up- 
on on  them.  This  is  on  the  very  reasonable  ground  which  finds  expression  in  the 


^ ■ !-uV  *,^  V-  . 'll 

-. ’ '^  '.•  ' ■ -;^  ® * ■ J : > l-^  Hr 

- ' ^ . ' i ..  . . -,i_u^.._T_i.  *.,i  ♦ ■.ir^t.'»o*»f..,-k ‘Vi'l'-fi:*.  iim.^  n:^  (fr«.  V/ 


- ' ’•  ' - -i^  ■ '■’  ■“  ® * ^ »:  ^ , I-*  Hr 

*<o/vA,  fti  ^ m V,; 

‘ ■'  -•*'  ' ."  „ ' .'  * . . -•'■■IP  .’' 


13  ' -if  . * ..  ' ■•  ■ ' - .'y--  -•^'"  -''-W  -. ■' 

,t>(is  ‘3m>,iT^%ii^^  ®''-*  ■ ' •IT’'’'.".  ^ 

. 4<^  i-'’®  “ 

r*  n r^:>*  ‘ ii  •-■fn-  vst-  . :""-'■  ■'-■-*  .4  ■ . , ■ *Tv4. 


•,,u0ryi^'3^  t«aoh  *M5G»tbing  thai*  Is  'cr  ait  ro^t  tc  V.-  Jt 

ia  {wooiaely  i«>ro  U^t  tii«  case  far  cllant  Goor<5K  itc  x>oint# 

ikw?  often  ilo©;;  the  awri»/;^o  ?«rccfB  'h-'m}  oooaalcn  for--  or«l  -rRhibitlcn?  The  isrrlt* 
cr  has  boon  prooonc.  in  aevor  .vX  olaasea  in  tsiiioh  fcbo  ctndont:.-  \wro  asked  to  roo^ill 
one  Inotanco  ol*  oral  reading  of  tho  sohool  in  the  pae^  saontxi#  7bss  instance 
fiOt  forthoaair.g* 

Tho  plidn  :.'acts  fs^o  tiiot.  ti’wa  ocoaeiesne  royulrinsr  oral  cx^.ibltion  froca 
eitJror  adult  or  tlie  pw)41  are  notoriously  few  in  life*  Practically  all  the 
roodin-^  of  Uwi  asvera^  person  is  dcuK;:  silently*  Im  reads  tijc  nt^wspapor,  the  xsag* 
ozliao»  tho  ooieniifio  r-jyml,  not  far  pur|>ooe8  of  or«i  display,  but 

for  the  sole  ^^iifpoee  cT  gatlierinrt  tJie  ?snd  ideas  oontalnod'  ti'^ereln*  uc»« 

eo  ,,uontly  tho  tralnln-’  in  oral  readlnf  which  lasts  tlyroar^'iout  all  the  rrades 
of  tho  eloraentary  ochocl  eeldoD,  if  ev^r,  tmiatlGm  in  aotu-il  life*  But  for  th© 
silent  t;.  pe  of  roa<;lng  which  a porsem  is  oblicjed  to  wo'-^  aliaost  daily  durin?^  bis 
seliooi  o^eer  us  well  m:  subsc::^‘iiontl'/,  th®  school  has  mdc  no  atteript  to  tr^xln* 
nd  thie  in  spite  of  Ui©  fact  tha-  the  coJiool  ie  iaxppoocd  to  train  for  t?i€?  sub* 

- s'i^q^Gnt of  actu':U  lif®,  unc  to  hasm  its  am  actiwitios  approsiimie, 

r>  *" 

iih-.«loa«ly  as^>podtibIe*>tb>ei’  real  <>o?idittcno  of  life* 

miss  CIS  CitiL  HWis*a  maijuffTAt 
TO  rmic’mh.  diLBUT  ai-AtiBO* 

Palling  to  I'orcei'TO  the  aaooesity  of  proptiring  th®  pupil  for  this  in* 
portant  activity  in  whioh  zasn  ant!  in  every  vocation  of  life  jaust  ongare, 

the  8C  ool  not  only  fails  to  train  t!io  pupil  for  this  kind  of  vorh,  but  actual- 
ly builds  up  fixed  habits  of  word— pron’.«K>iation  and  os-tioulation  of  a slow, 
plodt!ln<r  oharactor  Yftiioh  man:r  Inr/estig  itoro  filloK®  aro  alxaost  minouc  to  tlis 
formation  of  the  oppoeitc  habits  of  rapid,  offootivo,  silent  reading,  of  tho 
iseaningful  type*  ’Tailo  it  lo  true  that  olotu*  and  distinct  at  tioulation  and  ?.o* 
ourato  protTunoiation  ore  noooa&ary  fc«r  corroot  apoooh  and  oro  ao'','uire;:)0ntc  of 


17 


no  doubtful  value,  for  which  the  school  imist  train,  yet  it  is  necessary  to  re 
oo?3iize  that  correct  enunciation  is  not  synonj-TTiWAS  with  reading,  which  consists 
essentially  in  the  gathering  of  tliought  from  the  printed  page.  It  is  quite 
a distinct  process,  and  should  be  taJAght  as  such,  in  a period  set  aside  for  the 
specif io  task  of  word-pronotmclng,  syllabrication,  articulation,  sand  the  explan- 
ation of  the  phonic  properties  of  the  vai'ious  letters* 

The  distinction  between  those  two  typos  of  work  is  fimdorxmtal  and 
cannot  bo  oraphasised  too  strongly*  The  failure  of  man  y schools  to  recognise 
it  , has  led  then  to  the  confusing  assuiaption  that  in  teaching  axticulation, 
the  phonic  properties  of  words,  and  accurate  vrord-pronouncing,  they  are  teach- 
ing reading*  The  result  of  this  stress  on  the  oral  side  has  been  to  focus  the 
attention  largely  upon  the  pronunciation,  with  a corresponding  loss  to  the  oora- 
prehension*  Indeed,  the  number  of  pupils  whoso  rdnds  are  to  be  practically 
blank  when  stopped  suddenly  by  tho  teacher,  and  asked  to  tell  what  they  had 
just  been  reading  aload,has  seldom  failed  to  astonish  the  teachers  who  hav©  oc- 
casionally employed  this  sinple  checking  device*  It  shows  hOA?  detrimental  alikt 

to  speed  and  to  effective  oomprelionsion  is  the  exclusive  teaching  of  the  oral 
as-^ct  of  reading* 

‘.^nlle  there  is  every  reason  to  believe  that  th©  teaching  of  reading 
has  made  mny  stricos  forward  since  the  days  of  lioraoe  Clonn,  yot  it  v/'ould  seem 
that  sonsc  poi'its  of  similarity  still  persist,  as  is  eviden  t from  the  follow- 
ing description  of  the  resrjlts  of  tho  teaching  of  reading  as  reported  by  him 
to  the  ‘..assaohussotts  Board  of  Muoation  in  1858*  Tho  passage  is  quoted  by 
Judd,  as  follows: 

have  devoted  especial  pains  to  learn  with  soiae  degree  of 
noznarical  accuracy  how  far  the  reading,  in  our  schools,  is  an  ex- 
ercise of  the  mind  in  thinking  8Wid  feelinft  and  hiow  far  it  tis  a 
barren  action  of  the  organs  of  speech  upon  the  atmosphere*  ily  in- 


4^ 


'r  1.77*1? 


•>■ 


45 


Tr>'l 


: ./  v<r  ■ 

ji,  . ■ . f.. 

',prjri  ->  . -"..li  1>  < 

. rrr\.J^<^SV::' ■ -V.^/  :'i 

.V.1  . ' 

'f- 

^ ^ 

; £2^-  .?Cv'  .Ti4  ' 

ji 


■•  . .1.}  ,kM- 


.fu*  ...'w:  CX"'^ 


• 


■M.’<  Xli  .‘.  ->  i <f '■ 

" :!’VV 


'r  ■ • . 

.,  .,'  tr’Tif  ’ *'t " *' 


■ : f ■'  <v  • . ' 

i •'.'v  <5c.s'  Jv  ♦ 1 V* r\''*y,‘. 

' ''l 

r->'.  \:  ■ ■‘■•  ■^  « *U  /i 

» 


.■■f.i 


, iVfrw  *:.^>  1'  ^.‘  ■ >•=  . -•.  "'.'i  '^' 


, . :•  ^ -\frr  ‘'V:!  . •-■  . f.  • 

■fj  ■-' ' ' ■ 

...  . „.  ^'. 

;v,vy  ‘iX  ■: : ^ ■-  ^r^;« 


:■  ••'.■.  c-'  -VIC' A 

• • . . .Ti  - 

. ■ *,«  ..  , 

'1  ;:.s-vT  ■■  ..  '■*’•  trr 

•^r.  r^7?iJ4^,  ,C?-;„  f ■'■■-'•••I  --J.’  ‘js 

' ' ' •■-  - ’ i,  ',  1 ’ 

..  vi-r  . =»'•  ;:"v 

/ • 

■■-  i .* 


E. 


'S«5v^*  r »»f  ■ • • 

X y 


ft  - i.  i :%■  i.  \ ) - .7  ' 


4'  - "T t 

‘..f^  ■■ 


■.«b  •tri  , <■*  I.-  *. 


! •■■"  5 t 1 ' 1"  "7  \**  i S',  i'/ 'i  )■ .;} r.j?  • .* -'5 . ' ■ ‘'.-iii.  . •■'t  ^ 

’ ' ’ ■ ■ . - ^ . , .,ri  '.  V-  , . ■ • , ,^: 


'•r ' 
k-/: 


r ,'■  ■’  '.M  . : 


t ,r 


/’  '•*, 


••i 


'/:’.  r'*N'  . ’-.'r.if;';- *■! 


t y 


I • 


.1. 


^ ■ A»-;  / ^ r'  . ^ ^ - 


. ^ ■ ' -■■  , „ r. 


r,p,.»  '■  * ,•  7.5,!:  _ ,r:  • ' .« ■/:'tT 'zf7  7-.\  •. 


r .f.,1  - -,:i.  tA4" 

1.' iT  " ^ ;:;'>v'.  V:  ....  ' •'  • ' ' ' v ’'  ' '*  »■ 


..;  .’7^  .- ;itfc.''l'-oV  '''.  '■'*’  ■*' ■ ' vt ;.'<?  V . I ^ '.‘-.ii^'_  iO  ‘'3  4.  5,'i  i V ^ ''^ 


r.n. 


) \ 


) ; ' 


/ 

» 1 '''■■*’  tj 

- 7 •_•;>.>  7317  ' 


♦C 


'•/  . . /u 


tcmmtion  ic  , vjrimipall:/  iVo:a  ttis  ^tUm  atutcren^  of 

vho  Bohool  (^sjnXtttm  of  tho  roapocrti'w  'CK^n  ’wI'ho  cira 

aert^rily  exs&i^t  froo  all  t€ffa|>tation  %o  disparix^  tiifa  ooJ^Xs  t-liej/' 
«up«rlT»tont-.  racult  ic,  tiiat  J^oro  than  eX«'W»*tti©lfU’o  i>.f  ell  th© 

Oi^ltSr<rn  in  t»h«>  peodin?^  olaasoe  in  o«r  eclioolo  do  not  utidorst^ind  th© 
laoanian  of  tbs  ^sords  they  ro'vdj  that  Usey  do  not  laostor  tlio  ©ens©  of 
tbo  poadiii'?  losocRi*  tliat  t^:;  id^oae  and  fooXisi^jG  ivitondod  by  th-« 
seuthor  to  Ik*  oomroyod  to,  and  osxsitod  in,  tl’aa  reader* s riind,  ©till 
r©;.,t  is  author’s  intontios,  mvpQT  roaohod  tlio  r>lao>o 

of  their  cootination*  j*jad  \yj  tbit*  is  not  E»ant  that  tlio  colsolars 
do  no'c.  obtain  aiK^i  a fiill  cosnrel'^osisios  of  thr  gabjoot  of  tho  r©adis?? 
leosoiis,  in  it®  ■rariodjc  relations  m&  boariti^,  &£  a eoiostifio  or 
erudite  rotvd-sr  liferi.tld  do,  but  ta^t  they  do  not  a<;<|uiro  a roiiijonabie 
and  praotioal  undoretandin:^^  of  thc^  It  ismld  hariUy  ma^  that  ti-jt 
f30E3>lT»<3  ©ffortc  of  ail  persons  ooiild  soocfc.plish^d  mot'o 

in  iJolbatin,^  the  t:uo  ob;^o«ta  of  reading*  * 

Eot  Tor;  eifferont  is  this  rospoot  frorj  th&  days  ef  Ilor-?.cc  :ann, 
or©  tf»  present  cf  tbo  t©a-.>Mn?“' of  rc?,«Jin?;  laooordin^  to  the  oosicltieion 

of  Judd,  r©nol;od  after  an  eidTmstiTo  stud;;  of  tlie  ppfment  ctat>s  of  roadinr  in 
our  echoole; 

” !'«n;/  a pf37>ll  loaToc  school  equipped  laith  the  taeohonioal  abllitv 
to  road  words,  but  '»tterly  usf,iC0u«iint©d  with  tho  possibiHtv  of  irt©'-- 
pretafcio:*.,  ..;ohool  roadinr;  haa  ?>eon  a formil  oorcarjotsy  for  tho  pupil, 
lie  has  forrafK'.  tl;©  habit  of  thir^sln^  tha  • t!io  viorda  riaTe  boon  adoc«3at©-» 
ly  do  lit  with  when  they  hr,To  Tjoon  eoiandod.  The  suit  is  r/ith  tbt> 
aohocl’o  s«lootlc>n  of  reatSin^  miter  anti  \/ith  tbo  aoJiool^  oc^hnsia 
on  rjoro  t-eohaniota  perfection  in  oral  reiiding...  Tho  pretsent  pr.-aotice 
o~  oontintjinj?  drills  in  the  raaobenios  cf  reading?  iJiro'.ir*-.  the  ©lonontary 
ooiiool  undoubtcHlly  rotardo  pupils  ratlw-  tb^m  helps  Uu.n:u” 

TJiOmdikc  (SI)  cosaes  to  a oiriilar  conolution  after  an  oxhavictivo  mifily* 
cic  of  on-ore  jciado  ijy  ohildron  conoomin^  tho  !3fittor  wixjy  hud  J;;at  road; 


19* 


j.n  cjo';')©??!  practicKi  it  .ipt^c-ar©  lilcrjly 


?iiat  e:Ker6ii3oG  in  ©ilent 


-to  fitx"  tf-js?  anst^ors  to  |ti*?on  oue:;ti<stis,  oz'  tc  si  a;i£E!3ry 
cx  ti'oe  mtter-  read,  or  to  list  %lw  qoostiona  v^ieihj  It  «(«ie»®re  e/owld 
in  lar^  replay  oral  rcadin?^*  7’og  t’-icc  of  Ur.  poor  roador  is 

vO  oay  the  ’1/of‘dc  to  vitl'out  ^iotlv^'ily  ooj>» 

^roiof*:  ®liat  they  rovo?il*  oadir!!^  o*"  lis’tooij*^  to  oiiti..:  o«* 

lorn<;  loa-Tf^  thio  vioo  tmaltorct]  or  rnmn  onccytiir^i<u»  ?or!‘t-ips  it  is 
Ir.  their  ctitsido  roacin'’  o.''  stori0^,  an-c?  in  tho.tr  stotl;  of  f^ograpJny, 
oietory,  an<3  th«  iiho,  tlmt  .laany  children  really  la--irr  to  road*” 


^roovoi',  vi',e  habits  oi'  ©lov;  L-ioa^'iJiis'io-’il  reodino,  ri&tv.lti::\g  frorj  a 


i^rocul^/  isiE^liiOoo  c^E|jhuols  fro--;  cofootl'?©  jx^tiiOsiSr  of  tcaci'iin?^  roaci?if!,la.st 
not  CKil;/  thirin,?  tlm  paniln  sohool  oaroor,  feat  to  poroist  till  his  dying 
day*  TJhdoufetodi,'  aan;/  a reader  go  no  fc«riljer  thson  his  cr.n  oas^r  to  find 


a aonoroto  illr.istration  oi"  oao  .yenoraliaatictt  mda  Irj  lim'/i 

'^ivO'notlosc  Esai^  of'  «s  4bjiv?dlo  iilons?  in  ersr  reac'in^?  at  a plcd-» 
ding  paeo  trMoh  sc't  aa3<3  hardened  in  Uie  cay©  of  lictleos  per** 
in-;’  OTor  uninterostirg  tasks  or  in  anltaticn  tho  .•.la;.  readin-=*  alo'>d 
v.'-doh  waft  so  um-iiiy  going  or.  oitF^r  xritli  ourselvoe  or  irith  ot!ws 

ir.  tbo  aUioal*” 


Ifev:  apehot  of  praotioaXly  all  tii©  imrcMStigations  in  tho  general 
field  Oi.  roadtng  has  been,  Uioret'oro,  wo  point  <mt  Uk?  snp''riorlty  cf  client 
over  oral  reading  as  an  instnsarrnt  f ,r  tfso  gathering  of  thof.r^y.t  £Vcb  the  print- 
od  page.  la-^orote  esp*irirwjntal  ssacies,  in  wdoh  the  oonetituent  prooesces 
of  tl-ic  reading  -eottiplox  have  >«5©n  oarefully  analysec,  bavc>  dlcolosed  the  physio- 
*ogioal  basift  o.f  this  miperierity  in  feeor  fixate on-paxisss  per  line,  in'  shorter 
avorti.ge  dxxro.sions  of  thea^io,  and  in  fov^r  rogreesiTo  znorottssnls  of  tho  o^res* 
i>2  dlsoovery  o ' fet?©r  fijrutioa-oausee  per  line  indirootl;,  but  ocnolasivoly 
provec  tlio  funoticnin-  of  a wider  poroeptuai  span  in  ciUtnt  U;xn  in  orali  .-'©ading 
The  expoi'irionc.al  ’inclnr^s  cf  th*j  psyohologionl.  lubr<asory  huv  ■ :.c  vn  furt'vor  co,r>* 
flrrscd  fey  the  iToyatb  of  fate  nhlrf-,  h-w  rosvltoC  iVoni  tho  poz'feotion  and  appll- 
oati  n of  tho  roctcntlj/  ct  Andurdizod  readlui?;  toatc  trhioh  nrov..-  ocnolusively  the 
rrrottter  offieionoy  of  clltrit  roadiag,  'Otl,  in  point  o"  cpcod  sne’  cetnpre>:encicn. 


30. 


In  vio'."  o?  tSKs  a!>evo  t.h©  ^11  Ise  raifiod:  , 

uTiy  U»on  &00&  Uio  sobool  tT-sa  eintire  ros'iding  pearie*.  in  pr;.ifjtioesl)y  all 

tlie  grades  to  tho  oi‘  or.%A  oashioitics-?,  as  it  Wr©  'Ui©  solo  ftn- 

etnuTJorst  of  valwo,  to  tho  cosplet©  es:ol\isic3i  f'iiud  a|j£«3lut,o  ci©r©ffo;s*4  of  oilont 
reading?  In  otI-i©r  t?or<?3  , Mv  does  the  soJvocl  do^oto  itsoli?  alssost 
ly»  ®o  far  ©a;  tho  nftji^isvt  period  is  ccnsoOi^sod,  to  th®  ootuing  yp  of  'wordf 
ppctio-;mcin--  and  tlw?  irooalisoticii  of  tiM#  printed  leiv'io’i  isadito  are  wry 

oeidcia  if  ©wr  \»co<1  ot-rteid-e  of  t!i©  fonsxl  roadint?  |»riod  of  t-io  eoijool,  said 
rafflcct  ol-roet  ©sjtirel;;  Ui©  fonaa^loft  of  ^»e  kaldts  of  far  ^re-stor  T-alno^*- 
habits  of  rapid,  offaotivc,  ail«mt  rs  idin^,  tbs  type?  is  qoiolc  to  -AsaisW 

late  the  thought.  fpOKi  the  i^inted  s.ta^xsl©,  the  kirjd  that  is  oalled  l^feo  fnno* 
ticn  owry  dsy  of  the  pupil's  ooJiocl  rfarser  ;aac!  during  praotioally  «m>ry  day 
of  hiff  *ubsequf>nt  lifet 

Tl>s  -saew-^r  Us  Uie  aboVf?  cpiosticsn  is  too**£*cld.  First,  mlority  of 
the  iwrestigritlc^is  reported  abovt  are  o£  o-irttiparatiwly  roo?:?nt  diats*  TMe  is 
espooicolly  tme  of  tiso  saass  cf  i?w©Sii^tionE  rjSsi^rinr  the  offioi4mcy  of 
roadtn^^  by  jaovsas  of  t^Ks  s's^iinuardisod  toe  ts»  llim  balk  of,  haw  sooorrsd 
only  ■eithin  tile  past  deoado.  ihs  pruetimU  £i<pQifiof3a50o  of  the  findings  ie 
only  no.-  bef^iminr*  to  filter  t4srou;i*h  %ho  i?aet  arc:y  of  pr acUieal  aohocl 
van  anc  mjperintondon^>s,  rrinoipals  esu.t  tosioh^rs*  ^duc-itianal  praotiee 

csjst  al«sAys  la?  GO'sepshat  behind  oduoationai  thsoory,  as  ivn-li  .is  IsohlBd  th© 
findings  o?  eolontiflo  rostvarori*  ..bon  th©  restjlts  of  Golontifio  otndiee  l-so- 
oor«  dlscvTsinatov'  «iif.fioicntly  broafiaast  throri^horst  ti^  ri'udis  of  praotical 
eo^iool  pooplo,  the  oohoclo,  Of'pooiolly  tiiAsc  dlreoted  by  pro^^oosiw!  «<htoftt.» 
er?>,  will  not  fall  to  tsodify  t-ssir  iK'osoTit  praotlc©  HfK'1  to  iiV3orpor-*to  Intc 
ts-oir  laode  of  prooodsii*©  the  nuv.'  rsothcH’s,  toohnl<yi€  and  relative  stro/^e  ?ifVleh 
spring  dlrootly  frmi  the  oortaln  findinj?©  of  soicntiflo  res ^ i.r-’sh* 

ih©  second  r-©ason  for  th©  ahaos!;  ex  sluslvc  of  oral  reading. 


21 


■ and  the  r?e!?lect  of  silent  reading,  is  the  faot  that,  as  vet,  no  s stenatic 
Eiethods  for  the  tsaordng  of  silent  re  ad ins;,  haire  been  tTorked  out.  There  are 
as  yet,  no  typos  of  training:,  in  rapid  silent  readin.p,  n-Idch  haire  been  devel- 
oped and  adapted  to  the  actual  ^orkinv  oonditions  of  the  class-roon.  The  ex- 
periaents  to  train  in  effective  silent  reading:  tiius  far  have  boen'ian^lv' 
concerned  irith  one  or  tr-o,  orat  laost,  a smll  s:roup  of  subjects,  and  the  ©x- 
periEonters  have  replied  to  a larj^e  ejrtent  upon  tho  technical  appai-&;.?;.s  of  the 
psjC.iOiogicai  1 ucrav^ories,  such  as  the  tachistosoepe,  etc,,  to  produce  the  de- 
sarad  results,  Koedless  to  say,  the  general  use  of  such  appai’atus  by  the 
schools  as  tjK5  present  tirse,  at  least,  is  both  iupractical  and  impossible. 
Indeed,  the  bulii  of  the  instruiiiants  such  as  the  tachistosoope,tho  fall  chron- 
o.ieter,  and  the  various  binds  of  perceptual  apparatus  have  been  constructed  for 
the  use  of  biib  a single  subject,  and  extensive  nodificatiens  ^ould  be  necessary 
before  they  trould  dc  suitable  for  group  usage. 

In  sharp  contrast  to  the  poucity  or  rather  ooiaplste  lack  of  class- 
room laethods  for  the  teaching  of  silent  re-ading,  nunorous  methods  and  systezris 
for  the  teaching  of  tho  ne'chanics  o'"  oral  reading  have  been  most  carefully 
•ffcrkcd  oat.  Occupying  for  cent’aries  a doroinant  place  in  the  olementarj/  cur- 
riculum it  has  received  the  thought  and  sbud;,^  of  many  minds.  It  is  but  natural 
that  teachers  ^11  contiiras  to  use  the  present  methods  of  teaching  reading  un- 
til other  methods  have  been  devised  trhich  not  only  shift  the  emphasis  to  that 
phase  of  the  teaching  of  reading  wher©  it  uill  produce  the  best  results,  but 
"BThich  arc  suitable  for  class-room  use  as  \7ell, 

Viea'ed  in  the  ligh'c  of  tie  historical  genesis,  the  touching  of  read- 
ing ns  an  oral  subject  has  como  doisn  into  the  present  curriculum  as  a heritage 
fron  the  ancient  days  oratory,  speech  and  vocal  instructions  wore  not  only 

bno  most  important  buu  almost  the  sole  instjroment  of  thought  and  knov/ledge. 
Before  ne  invention  of  printin'^,  manuscripts  involving,  as  they  did,  so  natch 


and  mioh  tedious  labor,  wnr©  rtoooKe»rily  osrtr<r*K'>l  fe%  in  co;.3p<>iriron  vrlth  the 

products  of  tho  pros^?nt  day  precc,  md  nmM  not  r‘ansUttrto  aiv'thin^  Uk©  the 

\ 

trportant  ?-sodiur.i  of  instrtjotion  tiMeh  Kooko  c’©  al  thn  present  day.  "liile 
prlntio;’  h rovolut ionised  t.;ve  oon^itlrms  for  the  of  Ideas  and  and  the 

general  csoims  of  6jd?Joation^^et  the  o©?;o<?l  undor  tb©  &%>ay  of  oustoss  ^mc’  tradition 
has  ^-i*©S€ireod  altjost  intf.iOt  the  mrvla^ihm  of  of  conu?rtos  past, 

^yith  its  sole  sUvssti  u|5or*  oral  eKlnibiblcan,  in  spite  of  tl:o  faot  teiat  the  oh- 
oootive  oanditione  of  Ufo  for  ^lioh  that  ourriouiua  \f&a  cenetnjoted,  no 
lunger  exists  I'he  subject  ci'  like  all  ot^jor  branolico  of  tbo  ourric- 

ulm  toners,  xiilh  bho  laps.-  of  tto,  to  i^osio  potril*i©f}^a  fossil  of  ^is;oient 
praotiooG  usiisss  it  is  aubjoctsd  to  GcnsUmt  revieic'n,  rxKllfioation  and 
. to  S»et  the  oorrospeedin^  oSiseiges  in  «»  ohieativco  eonflltiene  of 

=edom  lire.  ti«  ^ «o<«:jueU=cnt.  of  a oatetantial  s!:ift  cf  «,r.h«ele 

in  this  portion  of  the  oohool’s  ourriouius.to  aoot  Uie  ohan^c  oslernnl  oon- 
dltions  of  tho  noOern  t^orld  is  both  olnriono  «„>  aroontli 

-■liirT  fhou  OktL  to  ssifi-r  m* 

This  mwKird,  road^iictaont  0!Ui  he  efiteotoi:  Sjy  ahimnj  t}»  erajhasie 

oil  to  e-lan.  roaolnf~  in  ether  serfs,  hy  tosohino  ollont  reaeino.  ?hls 

ia  the  eonolasion  roaoi»e  by  praotioelly  ooo,^  j^nstl.-;  otor  in  this  field. 

is  e re»jlt  of  their  Inoooti.fationB  of  th.,  ocEparntnn.  offioiono:,  of  the  oral 

end  silent  rrscinj  of  tl»  p,.pUs  in  u»  olo^o.o-y  oot«cls.  in  the  Mfh  sohool. 

and  in  t!.o  ooUero.  Pintnor  and  SiUilara;  dr®,  the  follosinc  si-3ni£Uo™t 
elusion: 

Thue  it  Tfould  eppoar  that  silent  rc««;tnr  is  urK'ouh' e.n-, 

Odopted'-tc  «;  t-dir.ary 

me  thsLn  ti  .oLt‘^.:cS,TorX!S“‘*  ^ ~*>- 

.'Tohobly  no  on.,  hir.  brou.;h,  ou,  oBrs  sfcroaitl  or  oonoinoinsly  the 


23 


pressing  need  for  a radical  shift  of  e:rrphasi5  froE$  oral  to  silent  reading  than 
hac  Judd*  :\fter  pointing  out  the  mss  of  evidence  frora  the  photographic  re- 
cords of  eye-noveraente  and  froa  the  Application  fo  standai'dised  reading  tests, 
•srhich  shoe;  the  UTsrdst  icaole  s'uperiority  of  silent  reading,  Judd. concludes; 

'’Enough  ’evidence) has  been  brought  together  to  laaks  it  certain  that 
in  the  middle  grades  there  is  a change  in  relation  between  or.allonguage 
and  reading  which  ought  to  be  recognised  by  a radical  change  in  methids 
of  insii'uction*  Oral  reading  should  give  way  to  silent  residing  and 
phonic  analysis  should  give  place  to  xror.  analysis*  Meanings  shoild 
be  eiaphasized  and  not  the  mechanical  pronunciation  of  words* 

a.any  schools  have  not  recognized  the  deraand  for  a r.ev  type  of 
instruction  in  reading  from  the  foxirth  grade  on,  and  as  aresult, 
have  seriously  in^iured  the  developaent  of  pupils. ••  The  oral  laethods 
which  are  legitimate  in  the  lower  g’-ads  bocone  inappropriate  Tsdth 
the  growth  in  fluency  and  range  of  rreotnition.. . It  is  a mistake  to 
jeopardise  the  child’s  independent,  fluent,  silent  rearing  in  the  fourth 
prrade  by  insisting  this  period  on  the  usual  oral  exercises*..  The 
conscientio  'S  teacher  supplied  eith  a reading  book  anc  a period  in  t 
the  nrograni  carries  on  the  r/cll-known  reading  farce  in  the  vain  hope 
that  the  effects  of  unsuccessful  teaching  will  be  ovorcomo  by  liber- 
al -ipplication  of  the  sattie  methods  that  prodijoed  the  difficulties* 

Teachers  ought  to  recognize  with  clearness,  the  fact,  that  in  the 
upper  gi'ades  silent  re^icing  is  the  really  useful  typo  of  re  ding. 

They  ought  to  understand  that  pxipils  outgrow  oral  training  just  as 
infants  0 ’t grow  creeping  when  they  loam  to  stand  up  and  valk.” 

The  above  quotation  from  Judd  may  be  said  to  represent  fairly  well 

the  consensus  of  opinion  of  all  the  investigators  and  oarefull  students  of 

this  subject* 


Cli/^TF;R  II. 

TliE  PhOBLili. 

Even  after  the  need  for  the  teaching  of  effective  silent  reading  has 
ocme  to  be  gcnerall  • recognized  by  teachers*  they  will  still  bo  hampered  and 
restrained  by  the  lack  of  a satisfactory  technique,  the  lack  of  suitable 
n»t’  ods  for  the  teaching  of  rapid  reading.  Up  to  the  present  writing,  there 
has  been  practically  no  systematic  attempt  to  utilize  the  wealth  of  data  af- 
forded by  the  experimental  investigations  and  the  luborator;*  rerearches  into 
the  nature  and  mode  of  fun  cticning  of  the  various  constituent  processes  of 


: I f ' , 


•vy . 


ti: 


J"'' 

• / -■  *-v'?^l.'.  '>•'  .<•  . 

V 

•■  ' •?  *%?  l - 

1 ■ 

• ■‘•3'j'  i,. 

' ^ ■ '^>V  ‘ 

• .’.  ■ *" 

0 JH 


■T-.-W 


ii'JbHt 


j ;«.:.  . , c.  I <k. 

^...,  .'■'  ■ .% ' ■ i-  -J?'-'  ■’^-  *"  ‘■' 

' »-•■;  >o.,»  •.- . ]yv  ’■*'■'■■  --*•■*'  ' •‘.,*'  ■'*' 

• ,■:  ' idU>T“'  "■  ""  ra;  ‘ V , ■ 


,l>-,  '.  -‘.'■<«H 

::  ..  , ■*.; 


•;< 


-V- 

. i 


■«  . 


5'V 


^ ^ • >f 
’ j 


‘ - -'  , ^ ■ riw  ‘ 

',  ,i(H  L ■»  * •,  *•> 

i ■'.•<«  * ■ h /;v  ■. 

. ■■■  v.v‘ 


. •fci.«i‘' 


G" 


•J'  ^ 

:i 


'!.  X.'  < 


V,  ’ 


',  -.T  i v'dr^’T"  ’ ■ ■ 

f ,.  . -.j  % 

!<{,;  ' ,*  V ■■  ‘‘5  ■ rf 


’ ■ ^■tv,:- 

> ';.vr 


( 


■■  ■ ■■  •’  - 

• .y  V<  -.•!>•  . f£kti^ 

" *■  an*;  >3?  »•  «»»i.  s 

‘n-  \ TT*  'i''  V 

; 1 -••  ■A  - ■ '> 


* • 

■T^  , ., 


- 1 " ^ ••-- 

>•!•  ■.*'  ' ■•  r ^ iir  ;-!  , * ) 

.^..»  fik--  • . i:  ■ ■■•'  i'.l  V*  ;.  • .f-  , ., 


I •■ 


» , .W 


ti 


>. 


At 


»’v" 


»«V. 


€ 

;, 

/ ■ ^ ■■  V, 

T-  \ . 

“ ■ *• 

r- 

‘ .■ . ■ 

Y ■ M'  "■  "•  *'■ 

.',  " !.?  ? -■'•  ' ■:.  ^ .V 

. '.C-*'.  ■'^"' 

7^  RfSjiss5ij|  '• 

■ -1,  • > ‘ 

l. 

. iv 

£' 

• ' /»  * '■' 

. ' ■ 

■ 

‘ ' *.  > ' 

*v  ;» 

, ■ ■'"*  V 

?r.7  \ 

•■/ 

f 

■■•J.':.'  '?7; 

, .•:'.>  .-i-  .'■  ' ^ 

j'-"/j  , ■ 

' ■ • 

c' 

•a  :.')■■  '■  * : 

\ ^Jii  * 

• 4 

• . 1*'  • ■ ■ w ’ 

■V 


I. , ' 

•'». 


iK 


■'  9 


a 


1U  •'^. 

J 


( 1 


.«j‘'i  «.<.■  L "a  ‘ 


- ^ 


the  readin;r  oo2:plex,  for  the  forraalaticn  of  laetbods  of  training  in  effcctiTre 
rapid  silent  reading,  which  are  adapted  to  a whole  class  under  the  ordinary 
conditions  of  the  school-room*  This  appears  to  the  writer  to  be  the  outstand- 
ing problem,  of  urgent , practical  iiaportanoe  in  the  entire  field  of  the  psych- 
ology and  pedagogy  of  reading.  IMless  the  findings  of  the  psychological 
laboratory  and  of  the  experimental  investigations  can  be  adapted  to  the  devel- 
opment of  practical  methods  of  cls.GS-roosi  procedure,  the  teaching  of  reading 
will  continue  ti  be  in  the  future,  as  it  has  been  in  the  past,  the  slow,  me- 
chanical, oral  type,  unbenofited  and  unirnproved  by  all  the  discoveries  of 
scientific  research. 

To  construct,  for  the  teacher  in  the  elass-ro-in,  t;,'pes  of  training 
in  effective  r ipid  silent  reading,  based  upon  findings  of  experiiaenbal  science 
constitutes  the  problom  in  this  imrestigawion.  Fmcienoy  in  silent  roadin?r  de 
pends  upon  both  speed  and  compreliensicn.  I^tliile  mesms  have  been  taken  to  safe- 
g<^ard  the  oor.iprehension,  the  chief  stress  has  been  placed  upon  methods  of  in- 
creasing the  rapidity  of  silent  reading.  In  an  age  which  the  l>est  thought 
is  coiarGitted  to  writing,  and  in  which  the  printed  symbol  htis  supplanted  the 
spoken  word,  as  the  chief  instrumentality  for  the  disserdnatien  of  knowledge, 
the  ability  to  read  with  speed  and  yet  with  understanding  is  o flmd  ^mental 
importance . 

cincG  the  literature  in  praoticall;  e'/ery  field  is  now  so  voluminous 
that  none  but  the  fastest  can  hope  to  cover  any  considerable  portion  of  its 
extent, it  may  be  safe  to  say  that,  other  things  being  equrOL,  a person’s  effi- 
ciency in  his  profession  will  bo  largely  proportional  to  the  rapidity  with 
which  ho  can  gather  the  thought  from  the  printed  page*  .In  increase  of  speed 
im  silono  reading  will,  therefore,  not  only  effect  an  appreciable  economy  of 
tine  and  effort  in  the  work  of  education,  bub  it  will  increase  the  efficiency 
of  both  pupil  and  the  adult.  It  will  moreover  satisf^'  a keenly  felt  human 

• For  thore  are  probably  few  persons  who  have  not  as  some  time  or 


want 


i 


* ' 


>4  . 


..  . 


V 


V ^ 


j>c: 

^ V V 


oth'n*  , felt  a{?let^  with  Uws^  irifs‘€sti<ible  Idnrin'?  to  pox\&tneAe  cleopei* 

Into  their  ohoeors  field  of  labor,  to  laaJco  thos^elv^s  Bast^rs  in  ti\oir  field 

\ 

by  aeeinilatini^  the  ^'/rltten  thCTifl»ht  of  the  sa&stors  ^bo  hiive 

crone  before#  X csBnsldorablo  Inoroaoo  in  jjoeec?  of  readln*;  it  i‘^o  one  offe  otlve 

instriraont  whicJ;  vlll  aid  thoK  in  the  regAisation  of  desire# 

The  TsTTiter  foelc  that  the  ffrobloss*  io,  therefor®,  net  Cfuy  of  aoadec?*’ 

ie  Interest,  but  ie  one'  of  roal,  intence,  ^?raotiofal  iisportsmo®  funotional 

veluo#  If  suooeesful  in  the  ^jcmstruotion  of  types  of  tralnin??:  which  will 

actually  inere  ics-;  tiic  spoof;  of  residing  to  a ecnslcerabic  estent,  evendoublinf* 
or  tripjvin^  its  rate,  the  writer  foeis  that,  trie  atucy  will  haw  ae!i*v®d  as  a 

ueefaX  liMJtnjfciKr.it  in  la'injrine  reaultc  of  Of^'er  hiSlif  a oentury  of  scientific 
03Cporii:»n  .ation  tc  h^ear  cireetly  upon  tJi®  actual  teaching  of  ro-ading,  rendering 

Vi«»  latter  iKEaonocXy  sfciori-s  fruitfta  ©ffeotiw©  f'or  the  ohildnsii  of  .twrioa* 

Toe  irrreotigaticn  sec::«  first  to  detennine  the  'faricr-is  factors  <5on^ 

dltlonin.r;  the  doveloprsjsst  of  speed  in  silent  reading,  ts  a^ioertaln  the  ook^  • , 

parative  Inflwonoo  of  the  difl'cront  .fr^torfl  in  aoaolerating  ib-  reading  rate, 

and  to  ooBibire  the  ijf^ortfint  faotorr.  intc  a forsulntion  of  suooocsfiil  type©  of 

trainings  ir.  silent  reading#  the  im^stlgation  seeks  mlnly  to  ftirnich 

a pr-OtiO'kl  ;tnswor  to  tlie  cuestion,  isspllott  in  the  rdndc  of  thoiieands.  Row  oan 

1 read  Sior©  rapidly  ssid  yet  with  undf)r®t.'-i33din«'? , there  are  a niuahei*  of  rdnor 

problems  upon  which  th^i  inrcstiratic^^  is  ©srpeotod  to  ;/icld  adeitictial  d fta* 

Cp  Soae  of  the  cnieationc  upon  this  sUnly  fhmir-hoa  informtion  for  the 

derolopv»nt  of  at  least  tr'wtative  ;m«R«ors  ao*e  oucl-;  es-  t!t©  folioxdng:  rc«,'-  does  ' 

an  inoreace  in  the  spood  of  reading  itff&ot  ttao  ooiapreljonsion’?  In  other  words. 

Is  the  ooasproiK^nBlcn  ti»oroby  dcoroi&ed,  unaffbotod,  or  inarvACvd?  to  the 

Indlvld'ial  difforonoes  In  rat©  tend  to  deoreano  or  to  hooona  riot-e  prorsdnont  as 

a result  of  tralnirr  in  silent  roadingl  wliat  cradee  show  the  groabost  suscopt* 

ibility  to  Inprcnroja- rtt  ir.  r to  of  ailonb  reading?  At  what  s . i-tee  in  tlio  p^*o» 

«‘oeo  through  Vno  .grodos  ohcrild  epood  of  sllont  rr«adln,g  roooiro  b’-je  yrentoGt 


Z6 


stress?  Does  speed  of  readiBg  seem  to  be  conditicnefi  chiefly  by  a native  netir- 
ologicil  factor  Tshose  limits  of  possible  variation  or  BKsdification  are  rather 
dofinitel:/  fixed?  If  sc,  siay  the  rate  of  the  neurological  factor  functioning 
in  the  eye«i®30veaents  or  the  visualisation  of  the  printed  page,  b©  determined 
by  a simple  roaceion-tiac  test?  Does-tbe  quality  oend  to;  persist  in  spite  of 
changed  rental  attitudes,  assumed  in  reading  for  different  purposes?  l^o  the 
present  forms  for  rate  of  silent  reading  for  the  various  grades  still  possess 
validity  after  training  has  been  given  in  rapid  silent  reading?  vdiat  are  ten- 
tative standards  for  rate,  for  grades  in  ■wliioh  pupils  have  been  trained  in 
rapid  silent  reading? 

Data  Trill  also  be  presented  ceneeming  some  of  the  problems  previous- 
ly mentioned,  such  as  the  effect  of  habits  of  increased  speed  upon  the  per- 
ceptual span,  upon  the  duration  and  number  of  fixation-pauses  per  line,  and  upon 
the  rate  of  the  inter-fixation  movements  and  the  return  STreope—  data  -which 
will  bo  of  interest  chiefly  to  students  of  the  technical  psychology  of  read- 
ing* Some  sugn’estions  for  the  irprovement  of  the  Courtis  filent  Heading 
tests,  employed  in  this  investigation^  have  also  resulted  from  the  study* 

The  inonogr-’.ph  ivill  accordingly  trea*^  of(I)  the  factors  -affecting 

the  development  of  speed  in  silent  reading,  (2)  their  fonmilation  into  t^'pes 
of  training,  (3)  the  results  of  the  application  of  such  methods,  (4)  the 

interpretation  of  the  results,  (5)  the  effect  upon  the  motor  behavior  of  the 

eyes,  and  (6)  the  conclusions. 


9 P' 


- 27- 
CliAPTSR  III. 

FACTORS  IRFr.UBIICIKG  THE  RATE  OF  SILI^KT  RSi\DIHG. 

V/hat  are  the  factors  affecting  the  rate  of  silent  reading?  E'ith 
the  single  exception  of  <^luantz*s  exiDeriment  (E6)  during  1897  in  the  psyoho- 
logioal  laboratory  at  the  University  of  Visoonsin,  there  has  been  no  other 
investigation  of  an  experiiaontal  character,  to  the  ■writer’s  knovrledge,  ■which 
has  mde  the  ans'v.er  to  the  above  query  the  primary  object  of  researoh* 

There  have  been,  hov/ever,  numerous  investigations  i.hich  have  ascertained  the 
rate  of  silent  reading  of  various  groups  of  pupils*  Those  pupils  have  often 
displayed  different  levels  of  achievement,  as  ■well  as  different  methods  of 
procedure  and  different  characteristics  in  their  reading,  so  tliat  deductions 
have  occasionally  been  dra’wn  as  to  the  factors  ^diich  conditioned  the  resultant 
rates  of  achievement*  This  has  been  done  oliiefly  by  the  process  of  correla- 
tion, rather  than  by  the  rigorous  isolation  of  a single  factor  and  then, 
under  controlled  conditions,  measuring  its  potency*  The  latter  iiiethod^  t^le 
most  fruitful  in  the  physical  sciences,  is  not  possible  in  the  complex  type 
of  mental  activity  required  in  a single  act  of  reading* 

Correlations  have  been  found  sufficiently  high,  hov/ever,  to  indi- 
cate in  a general  T/ay  the  influence  of  certain  factors  in  accelerating  or 
in  retarding  the  reading  rate*  The  factors  tjhioh  will  be  enuraerated  ore 
the  by-products,  as  it  ■were,  of  nvaiverous  investigations  of  various  phases 
of  reading,  conducted  both  in  the  psychological  laboratory  and  in  the  school- 
room* It  is  thought  that  all  the  factors  v,hioh  investigations  have  indicated 
to  be  of  appreciable  consequence  in  conditioning  the  rate,  have  boon  included 
in  the  subsequent  enumeration*  The  present  study  thus  endeavors  to  utilize 
all  the  data  wtiioh  previous  investigations  have  afforded  on  this  particular 


•v> 


, • ■/  r 

, 


?"i  3 

i 


) ; 
: X^‘ 


*^V  '■'•'  ; /■■''''  ■ - . 

.in  - V 


r 


, # '-‘‘i  's 

fir.^ry 


, y - r ■>,•'  •" 

ri.  H •:.v4>.i  01 


■ ‘ .'  t''  ■ -.7i: 


’%<  •',  * . '1 


'V^l\  ''.V  T'-  .i'  - ;V  V 

«'.t  Ki  "i‘>u  w}-«,5'(ES)  J«««sfer«  ■ ^ w -‘i» 

f i’  ' A .■  ' ' ,,/'.  . . 

. *£  '10  aof>*'  t)  . -WKnlTtii:  <;vpc^  :»iS ©4 , iriv  a ri’.+  bfi^f 

<1-  ^r.-u’  f’riiJf*  &ffc/v*n5t^fl».vni  fcT5.-rr 

, ,,,  .-.  ~ •■'  h .-ur-i  erf-'-r*  »*k- t^-r  Ip-  9 Iq -tvr-^ 


*1  ^ i-  I * ”~^i  - •'  t ..*^ 


i- -t  ?4"  />»  ■••ift-A*-'^'  ‘.V  « _ „ j 1 A ‘ • J.  • >.'  1.  'ifk‘ifi»-  >1  Hr  J J"' fitJKir^  ^9 


■y  ' 

/•'  'V 


~ >iif -1 

, 'i  -I  'l  .* 

■»  .,  ^ I!--,. 

*t'i  ;''.i' 

S -i'  - 

-7,  . . v^Ty'-l  '.^‘ 

, om  b-* 

r 

. I'i'*-  1-'  y 

f;'vi»..>;' 

. y)' 

- ,-W.'r.'.  V 

/ ■.-■<  ..’ 

’■  'fV-  . 


"‘f."  ,. 


j r f fit 

- XW 

/ 

lo 


*,  t*^-;.;’  «i«i-  ^■■■>JJ:.-  jJ;  ’-  w-‘,  •»M'  f ■'^i“'  'i-!i‘-  %--. . .'  v‘ 

'-  " ■■  • ' ■■J‘<'';||i  . f ’■■■»'  ■ V • ' ‘ j ^ -■  rilL*'  - • J 

.«ii;r  . .toj  f.'.r  •v^J^.o^^i^^oo,(.t  ,.Prtr,/|)v.c^.«irf«i:«r'».;.v  ».-^;'  ^ 

f .;  ’;  -■..'y"‘  ■,*  / '*  ■•'  ' - 

■ ■ .„  ./■_.>.  I ^ I.  /•.■•-  Vi ’j'  ‘ 4iL_  ri  i 


b*’  ' Vi.  . 


' ' :.  j,-  .,  vr^.-  .'is 

*"  f*S  ■•  ‘ 


- , fVv  ».'  •.■£:  •■'  I ; ■ * . N-  ’ ; .'  '-•  1 ' . ’ /:'  ‘ 

*■  Vif  .'  • r ••  ’'. 


- 28  - 


phase  of  reading.  These  factors  have  been  inoorj>orated  into  various  typos 
of  training  to  increase  the  rate.  By  applying  these  types  of  training  to 
hundreds  of  school  children  in  grades  three  to  eight  inclusive,  the  influence 
of  these  factors  in  accelerating  the  rate  vdll  thus  be  experimentally  tested. 

The  follordng  is  a list  of  factors  ^dch  previous  investigations 
and  the  general  literature  on  the  subject  indicate  to  be  of  some  importance 
in  conditioning  the  rate  of  reading.  Saoh  factor  -will  be  considered  sep- 
arately. 


1.  Practice  in  Rapid  Silent  Reading. 

That  practice  in  a certain  line  of  activity  is  aai  imfjortant  factor 
in  conditioning  the  quantity  and  quality  of  the  resultant  product,  is  a fact 
'.dxich  probably  no  one  tdll  deny.  This  principle  of  tiie  influence  of  prac- 
tice applies  to  the  reading  process  as  it  does  to  other  mental  aotivites. 
Huey*s  ovm  case  is  an  interesting  illustration  of  the  result  achieved  thru 
a determination  to  increase  his  reading  rate  by  persistent  practice.  He 
says; 

have  considerably  increased  iry  ovm  speed  in  reading 
by  ^Taking  up  to  the  fact  that  rate  was  unnecessarily  slow, 
and  then  persistently  reading  as  fast  as  possible  tilth  v/ell 
concentrated  attention,  tald.ng  care  to  stop  short  of  fatigue 
until  the  nev  pace  was  somev/iiat  established.  I thus  roaohed 
a speed  of  a page  per  mimite  for  such  books  as  Ellis*  *The 
Criminal’  of  the  Contemporary  Scionoe  oeries,  maintaining  this 
rate  for  a half  hour  or  so  at  a time,  and  with  very  good  com- 
prehension of  vihat  vras  read,  although  after  such  reading  a 
very  hasty  review  of  the  leading  points  ims  the  most  satis- 
factory procedure.  iJy  earlier  speed  v;as  not  half  so  groat. ”(d) 

Peters  (37)  conducted  an  e:cperiment  in  1914-15  to  detennine  the  in- 
fluence of  speed  drills  on  silent  reading.  Tlio  investigation  ivas  conducted 
in  grades  three  to  six  inclusive.  The  speed  drills  lasted  "ordinarily  from 
five  to  ten  riiinutes".  The  regular  oral  reading  work  was  not  discontinued, 
those  drills  being  given  in  addition,  vd.thout  ho’>/ovGr,  giving  a greater 


''.f 


•i,,‘  ']  jrf  .-J  - ^ ' ■'•*' 

, V.;;  -li  '^  ^ 


ill 


i.'it^'i  i©  o-'i 


/ ,' ;.-  ''■■  ■■ 


Ji  ,'•  -Jl-'iii'^  ^ 1^  ••  t'fJ’  • . _ 

C'  ^ Iff  ■ -ni  - -rr-r 4*-*^  IW* 

- - *..  ■^^,- 

^A,|  . 'X'ueJSic-^-TW  -V*  **i  '*•'.  ■••.•v.;;! 

-o,_-K  •'  . -.i^^  . ....  iXi*  *.  O"  -(X;|4f-i  rtoiiV 

" . r-.'v  > >U 

■ ■ '-■’  , ‘ \ 

»-■  *n>‘-L«"-  -’v.  ‘.]x  ;.  , 'vy  x ii'i  ■•tiJCof^iy^  ,:xf  4'^  csJ  :wiDx^X;:av.->0‘> 

A '.  . .W.—VvA*  « . w -*  •-  I i * f ’ ■;  . ■ i#-  >.’ 

' 3 " - ' ■ . ^ y 7^. ; ,,..., 

i - ' ,■  : .ri?  ■ ,.  ' " 

-.  ■«  j-.i  f.-';r-^V.%-l'i  •.•;•*  ■';!*•  '»'*?*«*  I . . 

‘^  .'"  , * ' ' -..\  ' — s'-w-'  i.T^  ir>u-  ^i'irMi  . ' .' 

• ■n  - : j»Ty#;^..urtr  a,,  'J'A*  - ^’•''  «■'*  * - 

‘■V,  '.^-  -K  •‘•  •iOi  arv  »•■>  •iX3«8»^'.;i3ti;-.  ,.- «;v* 

) SiJi::  I .-  .„_.  ..  . ;«V4.-  ^/itj  jM'U.' 


.V 


.'y 


; ' VJiis 


^ ' r ; > • • -' 

I t . 


..;  . • ■,^,  ..  • U’- •;.’>■■  x^KfKO  'I''s  V"^‘'  'I  ’ B 

L-‘i  ,d'  ^ V/G  -- riii'  I ■•■-•'*  ,^'  ^ 4 Jfi#'  »W  -t. 

f.v,  -i.  ,OfcV  • ••?>  ■'  • - • ‘ 

.■i  .(•/•'If  t'’;^  i'. 

4 


i^-- 


' ;■»  ^j'.i '.  '•  ' 'j  ■—  • . V ' . ..» 

u '.x  ;.;-i  .:-Y  : 'r>^- ' JU^ , t - • ■.« 

-■u.‘.;-,  .'.151.  .■■•-.  E.tf'.  -X.  .....  ..  . .’  ^ .. 


>.,.M^-».i  rr"' 

"< r.-  >, , .,-  ^ '•■ 

•j  ' .«■»•>  •.,,"  '^u-rv-r.l  j^:t-:.J-i'-y^ 


^’f 

i 


■»i  ■■■: 


;,-j»w.>.>  ..-.-  ;i!.-.  ..v;  -.X^  • -Y.-.x  f-  - 

' . ..^  » 


VO-^  - ‘■ 


■ •Ji  vti  >4.-  ■ >>vJ  I C •,.:..  iU  p;><*>  • '■*•.' 

. ..„  ■ ....  u.»...  i.;i«  -..•..■..5'’'»  ".  “'.i' 


I r 


★ • 


•!  Jr  •; 


" 29  " 


total  period  of  tine  to  the  experinontal  group  than  that  received  by  the 
control  group.  The  exporinent  lasted  seven  nonthc.  Peters  reports  a 
"gain  of  18*7  per  cent  in  speed,  but  a trifling  loss  in  quality  as  a result 
of  the  speed  drills.”  The  following  is  a suramry  of  his  results  in  speed 
attained  by  the  "drill”  and  the  ”no-drill”  control  groups. 

Table  I. 

Speed  in  Readir.g. 


IIov.  Q 

Jan.  20 

Apr.  20 

June  2 

Drill  Group 

167*7 

266.5 

219.8 

261.4 

Ko-drill  Group 

201.1 

248. 

253.8 

264.9 

The  e>qperiment  of  Peters  bears  some  points  of  siirdlarity  to  that 
part  of  the  present  investigation  which  aims  at  deternining  the  influence 
of  Type  I - Training  in  Rapid  Silent  Reading.  This  investigation  differs 
very  considerably  from  Peters'  study,  hovrever,  in  that  this  type  of  train- 
ing constitutes  a method  oomploto  in  itself,  to  wliioh  was  devoted  the  en- 
tire reading  period.  The  ordinary  procedure  in  the  reading  period  of  con- 
ducting oral  reading  recitations,  phonetic  exercises,  drills  in  vrord-pro- 
nounoing,  ©to.,  \Tac  entirely  replaced  by  training  in  speed  and  con^rehonsion 
in  silent  reading.  In  the  experiment  of  Peters,  the  regular  oral  reading 
v/ork  was  continued  as  usual,  vdth  the  addition  of  a speed  drill  lasting 
"ordinarily  from  five  to  ten  minutes". 

The  length  of  time  assigned  for  the  drill  in  speed  in  Peters*  ex- 
periment is  thus  seen  to  be  quite  indefinite.  Classes  seoiiring  the  full 
ten  minutes  for  this  drill  v/ould  thus  receive  tvdeo  as  much  tine  for  prac- 
tice in  rapid  reading  as  the  classes  using  only  five  minutes.  Such  a con- 


V 


■ „ 

f.  “•  •<»»•* 

. i Km  '*)  • -i 

t >».,  ■,  '■  .!<  - . . 


'f  f 


:p. 
'*:•  »• 


'1. 


.‘tt:  V ■ 1-f  •M.<KO<vt  r<,f  V/*-  '(■•■-/ 

IV*  ■ . 

.tZrii-i  . ''  - v.t  * •»:;  •••i  " ■<■}  V' . '■-o^'' * si 

,;  - >s3  \-!r;V7r  ' Ik"^ 


r. 


' ' ..Vi*r 


4'()i'  v^,( 


■ -.V  ^ 

. ;•  .-i"  '* 


; . 


' w I » ' ' • \ 


■ ’V 


:.(fy  I ' 


V* 


'I  ft  “'’•■^^  if  . ’''  ■' 


.1  ' 


U'  ■', 


«:>/i^^iaWa«vWA  "'■•i-*’'<  .^ra  v^  -'  i 'fX^'  ^ oq'ff  sio 


..•  >..  r:.HV  r.J  .iX  **f  « W^r^Zi'U-  '»  *' U; 


■*•  ?<...*>■>/ '.  VJ-”*- ■ •• '.?  rj  '.r‘{AJTi  ^^0.  «'''l  • 

' '.  - Ji.  . . , I -^. 


. ,r  ; '7i  <<? 


/joic*^  •■  -.  : V-f  *.U  vOr::-  ::t^  'V  , vr  iwr;7ofx 

•M  *V?M  ?•  '■-•‘‘f^’ Oil?  , M ^ 

■ f.U-i^-.h-VV,8  •..  ^'0  *.  -iit'-  , -n  :'V  r«/. 

*'  * V . . ' ■ 

.-,.  ....  . .V  it  ms\ 

; » >* 

Xf-*v  Mi  ^j/‘t.«j£;i  •■'’  . J '»??'  *'X'  <-.t  x.-  -•.  -i 

.,•■-•  ' .i^;i:j  7-i-i\  H'  .stjifJ  /'•vX  jrv'***  tf/'t  ■oXir^'r  ^ M/fO  ■ ■•i'.’^  'jol  :'.^^'n.;iX^.  n?»i 

,-.-^/v  t,  , ; .^.vt« ' y rfVjex  vjian  iriV  .:<,  r.-i'-'s.  rift'w-'-tf 

> .1 


1 V.  ? 


- 3t)  - 


sideralale  variation  in  the  possible  eaaount  of  time  to  be  used  in  speed  drills, 
vdth  apparently  no  record  kept  of  the  amount  each  class  actually  used  v.'ould 
seen  to  render  difficult  and  uncertain  any  comparison  betvirecn  the  gains 
made  by  the  different  classes.  Furthermore,  the  continuance  of  the  regular 
Tvork  in  oral  reading,  to  nhioh  most  of  the  period  ims  devoted,  along  nith 
the  speed  drills  of  five  to  ton  minutes  duration,  would  seem  to  render  the 
final  result  the  tangled  product  of  a rather  complicated  and  mixed  ooiirse 
of  training, 

C,  T,  Gray  (19)  reports  the  results  of  training  a single  fifth- 
grade  pupil  in  rapid  silent  reading.  The  practice  period  varied  from  15  to 
20  minutes  a day  and  continued  for  tvrenty  days,  "Speed  was  the  aim  here, 
at  the  expense  of  ooraprohencion,  ii’  necessaiy.  Nevertheless  comprehension 
was  also  checked  up  by  oral  reproduction, .The  material  for  the  training 
was  carefully  selected,  so  as  not  to  bo  too  difficult  and  yet  to  require 
considerable  effort  on  the  part  of  the  reader,"  Concerning  the  results 
of  the  practice,  as  determined  by  the  same  test  v/hich  was  taken  before  and 
aftor  the  training.  Gray  says:  "in  every  test  there  is  a decided  impro-vre- 

nent  in  speed.  In  only  two  of  the  tests  is  there  any  decrease  in  compre- 
hension and  in  each  case  this  loss  is  on  the  most  difficult  tost  of  the 
series". 

Unlike  the  comparatively  small  increase  reported  by  Poters  tlie 
gain  hero  varied  from  84  per  cent  to  217  per  cent,  l^ile  no  conclusion 
can  be  drawn  from  the  perfornanoe  of  a single  pupil,  the  large  gain  reported 
struck  the  writer  as  deserving  of  note.  It  raised  in  his  mind  the  query, 
“Would  it  be  possible  to  secure  a similar  percentage  of  gain  iThen  dealing 
Tdth  a much  larger  group  of  subject?  The  investigation  of  the  influence 
of  Type  I - Training  in  Rapid  Silent  Reading  - represents  the  endeavor  to 
secure  an  answer  to  that  question. 


>94 


f 


v.^ 


\ 


. I . 

■’•*•  L.K 


- r./  • * * 


MR 


li 


4w»h  tit  «''■'  i 

,.'  ,^.,  ' >’  • ^ /f(;“  w'tt/dO)  <i  fJ  •'  >0’  f >’ ! 

, -V,..'  ... 

, . . , V — ■•r.r  rrn;,-.  •■ -i.i.;'  v"’.-^  Wl5  >r.  vi  ;.  :>•  • r-i  -'i 


I..’; 


U.  tJ.  • .. '''y-:/i!' 

i.  .'-  -y'nef.-  . ' •;■•»•••  ''■ 

HJJ',  '.(:'  ■ ,n./  />;, 


if-  ■ 


'..■  '•'  i.  . -i.r  i>.'’  ’ ■^'T  •tw;i 


p '..' 


' ')  ,?MC  ■ ^•'ifiv.'  Ov^  t .;  4 -i  i'r* 

. ,j • ..'''.  '’  '-‘V  li»  V -'-.^t  ^ ^ 

" * ' ' . . ’ ' !3  *.-• 


' .J— ■ 


U-i-' 


. , J -X’  . ■ ' ■ • ,_  . _ 11 

t'i  -*rv(U<9  n Xjr4jUti*-t!  7o  r..Iit^.i  )L  J ) C-'  f-  • 

' . • ■ - vv"--}! 


«•  ■ ^ • 

Ji  V 


^ 1 ' ■' ' V V f '-■  *' ri.’*?’'  ♦ -‘OT  J'  It.f  •■: 

'..'i*  * ;■'  - '■  .:■,  “ ' ' ■ ■ •‘'-'V 

^9  t«(U  JIfm  -.xn-Jr.^xio  ^ 

...  ,'>'»♦  i,r  *r 

' ’’''  i'*  r^'’ 

-.  ' ■ . ■ , . - ■ J'  ■ -IT*'  ' 

Vrr,**  ;>'*  ''■•■■  ' 


i '.L>:-^-KW'0  CT . 7 -•  rs/p?. 

■ <■  - f ! 

■ V JVJ 


.,0T  i,.-:  .’  no  ^1»4.  ' ’ ■ .> 


A*  »'JOjEin  i 

4,’  -.<;  , ;■ 

lo 

- - in--  M .n-'  ::,  , . 

•it 

..  . •-  ..  . i «,;»—•)  • -,/.  ■ -’i  .;J-  ■■  ■ .- 

•'t:‘  ;{T  . /^Tyiw 

■ =^> 

^ ■ -■  V'  A-.-  ro  i.^  7 - ■ -i  ' 

. t-ii-an 

' 'i  f^*.' ' 

i 

VT^.’  ‘,- -.‘i  ^ -i. 

j*  ■ 4 4 '^n*  ■'*  ■■*.  ■ ‘ / ' 

1 ■ i,  ' \ 

>.  J/  ,•■ . ',  ' * • 4; 

■;■  '■•  ' ■ ■ '■'  i ' 

.m 

*-*-'T* 


*'.*•'  il,' 


. % , 


Oi  s 

uiJt. 

4 '-t  X.'-  - 

- . ,??•  1 'ii  ■■  ^ 

-Jv 

"a’  - '• 

J“l0 

■ 

: ' 

,'.■’>  ii  ,<f ''^i<5^f''i 

' 

. i 1 7. 

t7>  , 'jf  JL'.  ’ 

! ^ V ; 

1 ^ { >;'4.y 

’ . * ■ ' 

't 

t-  V t 

,f:-  (Ov'ri  ^•4’* 

:-ii  i:tf4,'. 

r ;.» 

• 

r -'•< 

a.f  ■ 

rtfcA  4. 

. .1  . •> 

'}; 

no 

’^:'t 

•. 

•i  •*> 

*9 

1 t 

i 

■'  ' > 

\(,  <;  tj  '.  '"iJ' 

-,l 

•“O' 

: '»■/ 

‘ 'V 

•i  :jL:*2| 

c 

. J: . 

V'  i Si)- 

«r  ‘ 

■>  JtJ  f.j 

1.,  0 ,4^.  1 ; 

t"!  I ‘ -i  i ■ 

u 

•i  ♦ 

VT,  •.*' 

-■ 

(Vt 

j .';  ’■ 

'■»-l',i>< 

1 ^J^ 

J.n'i^c:-''  ■■  “ 

* n\.l  .'  •; 

i I 


- 31- 


Oberholtzer  (23)  conducted  an  investigation  tvith  1800  pupils  in 
grades  one  to  eight,  in  the  Tulsa  public  schools  to  determine  the  rates  of 
reading*  Among  the  conclusions  he  drans  from  this  study  arc  the  follow- 
ing: "The  rate  of  reading  in  all  the  grades  is  relatively  lower  than  it 

should  be  if  the  habit  of  reading  had  from  the  beginning  been  acquired  thru 
conscious  effort  to  improve  the  rate*" 

"One  room  shairod  an  increase  of  50  per  cent  in  the  rate  after  two- 
T/eoks  practice  in  rapid  reading*  These  tests  s^iov/ed  that  oral  expression 
and  the  power  to  grasp  the  content  were  equally  improved*" 

In  an  unpubli'-^-'ed  Master *s  Thesis  (33)  at  the  University  of  Chicago, 
Miss  BoT/den,  thus  reports  the  results  of  nractice  upon  the  reading  of  a 
number  of  adults:  "The  figures  show  that  for  these  two  tyoes  of  subjects 

the  reading  rate  may  be  markedly  increased  by  practice*"  She  also  reports 
the  influence  of  a ten-minute  exercise  in  rapid  silent  reading  upon  the 
rate  of  a sovon-y^ar  old  boy*  The  practice  continued  for  40  days,  the  child’s 
rate  v.'as  increased  from  12  words  per  minute  to  56  words  per  minute*  Miss 
Bovdon  is  of  th^  opinion  that  similar  exercises  in  rapid  reading  would  prove 
beneficial  in  fincreasing  the  rate  of  elementary- school  children  whose  motor 
habits  arc  not  definitely  set* 

That  practice  in  rapid  silent  reading  is  therefore  a factor  of  prim© 
importance  in  conditioning  the  rate,  the  above  mentioned  investigations 
abundantly  show*  It  is  tnie  that  many  of  these  studios  dealt  vdth  but  a 
very  small  number  of  subjects,  vAiile  in  others  the  scouring  of  data  on  this 
particular  point  was  but  a seoondeury  consideration*  In  fact,  the  ixrvestiga- 
tion  conducted  by  Peters  seems  to  have  been  the  only  one  involving  a fairly 
large  number  of  subjects,  which  had  as  its  primary  aim  the  discovery  of  the 
influence  of  speed  drills  upon  the  rate  of  reading* 


'*■  •> 

. . 

'(Oi 


■ 'r-  -'VnX  f.  p'lJifs,-'.  ^ f ^ -;  -. 

; ^ ■' . ■■  : ; -t/v,  . : !'•  . <■  .j  ,:;  . . ■<  '• 'ri'-'iy 

.■.:■•  ‘ ■■  "T,'i  •- V . .•  -'.r  . .'-CJ-i 

•■  .(,•.■•  .)•«  .5^;,-  ft*  / “ V .^/  • .U'-s  "V  ■ .:  v:r 

.i.  ; - ' -:"••>••?  1 '-'V' . ^ ^ 

- * V ...  /:i  . i.-.'.i.C'.  :.  ■'  -j  i '■  J.  '-  ••  i - *; 

4 . 

'.■  Siwji  'J  » : ^ . • ■■  ' ■ i,r  • ' / ' f i ^ ■ --■■ 


i..  . t.-'i'r-’r-  ••J  ■ '■♦  i •»> 


■;  i 


i 


A 


Mi-'  <u' 


,a  V.  ■’ 


«5- 


J" 


ft'i.-'’  ■■■•  : .r  ! -V  'I  Jff'.i’  .S.;  v;i  ni  x.-‘ ''' ■ ? ' ■■ 

- . -■>•'■>  0-‘>  o IjIo  -xrv  - •«••■•  ' 

..■cij'ib'i  -u*'  cJ-  ,K^;r-  t-i  SI,r;:o-ri  i>  ^ **  fi 

3X:  ?.r  •.,!••<  r*:.:  y 't^.X  '-.'li'-J.  n'd-:i:y  'i' ncv'  ,..A$ 

-A-'f  ‘ ‘,'1^ /)/{•'<’  xt ■ *■ ' 'vv j.  o '■  cj  j.'  - "**  'X. rr C- '3^-'^*  . rx...  x . v.  ■'.-w. 

/ »•  J »>tJ .-.  vX O i":  W 

. '.  .'  '..  -V  . ■ ■•  •■  ,-  ■ J-,'  'A':”!  ;v  .:  ■' 

. •,.  .’■  ■ ’,  .'  • t y '!*  rj... ■ • ■ ■■■■  .•'.■'1  ii.  ' a »■■■.'■■  V •■  ■.•. 

.V..,  . . .■  < '-T.'.  . ■ ,■:'  = : ■■  • :X  S..  . 

■ u ^T,  . f ,::d  • <,.  ^ ^‘'^^.■  ' ' '".■  'V"  '■  ''i  •*■* 

‘ . ‘ V *' 

.1'  '..  , ' 1 vj  i^'*'  "■  ■'  ' • 'j- ■ • - ^.^r.'.v  4 ^ 

■;  : ' J ■ 1 . ■,  } '•■i  ' \‘  , /rp>ic^ 

,;3,.vdj  , ■>/?:;  r^oLv  , o v-:/;.' : ;,o  ’tyjiu'u 

, . . ' 't  '.';  : ,•  - .d  :.y,:j  j oo^cT  ' rn^rjrX 


32 


Those  studies  are,  however,  interesting  and  significant  at  least 
in  the  v.Titer*s  judgment,  not  so  much  for  the  bulk  or  ■'.'seigiit  of  their  findings 
taken  by  themselves,  as  for  the  corroborative  evidence  of  an  experinontal 
character  which  they  lend  to  a theory  which  has  intrinsically  very  strong 
a priori  grounds  of  credibility*  For,  as  will  be  pointed  out  at  greater  length, 
in  the  exposition  of  this  type  of  training  in  Chapter  IV,  practice  has  a very 
marked  influence  in  other  types  of  activity,  and  there  appears  to  be  no  in- 
herent reason  ^Thy  reading  should  prove  to  be  the  solitary  exception.  Of  the 
three  typos  of  training  developed  in  the  present  study,  and  of  any  other  eiib- 
bryonic  ones  touched  upon  in  the  literature  on  this  subject,  this  riothod  is, 
in  the  writer's  judgment,  the  most  important  one,  and  the  one  'fliiich  is  pos- 
sessed of  the  strongest  intrinsic  grounds  of  plausibility.  It  has  accord- 
ingly been  made  the  basic  principle  or  factor  upon  which  has  been  constructed 
a distinct  Type,  namely.  Training  in  Rapid  Silent  Reading. 

2*  The  Decrease  of  Vocalization  in  Silent  Reading. 

The  attention  of  students  -vdio  have  endeavored  to  analyze  the  read- 
ing complex  into  its  constituent  processes  has  often  been  attracted  by  the 
concomitant  movements  of  the  lips,  tongue,  inner  palate,  pharynx,  vocal  cords, 
6ind  the  general  mechanism  of  speech • The  reader  ai^)parently  not  only  visual- 
izes or  perceives  the  printed  v/ords,  but  says  them  to  himself.  This  com- 
bination of  motor  and  auditory  elements  constitutes  the  so-called  “inner 
speech”  of  silent  reading.  A consideration  of  the  origin  of  this  habit,  of 
the  psychological  role  it  plays  in  reading,  of  the  possibilities  of  eradicating 
it,  etc.  is  reserved  for  a subsequent  chapter.  The  writer  wdll  present  here 
merely  the  results  of  investigations  vdiioh  indioate  that  the  habit  of  vocal- 
ization, involving  move;nents  of  the  lips,  tongue,  etc.,  is  a factor  influencing 
the  rate  of  silent  reading. 


' * * T*  J 


( 


'’4: 


'•1 


J 


V '■)• 


''i  ^'r' 


,1,1.  »,?]*«&<  V-.'»J  ri  C • '**’*;, 


» ^ . ■ •*  •« 
' ■ .’  L.  •’■■’■.  '■  t .,  i . 


- .n."P  '-rw  ;:«»^ur-KM<0 

i- V"  / : : -h--  'V'  -■  •'  ■-  " ' ■’  • 


;,I  :.i  :Ur.  (.:  l‘U-  :a  ^ 

■/..t  5 -■«  "•  • ' - .V  • . t ' ■ ■ ‘ 


■■V  , ««a.4»  “•-'  '■“'. 

--*  V.  >■  <rt-  •#  .'iB.-.  , -J(\/..«'V''«  •'5V.J.  J’-f*->  H<-afu 


, "^* -■  ’■  . ' • 'v  ■ . 

. . • b*  . 'nrtr^,.:4  nlit-  "O  'Wi  p/^‘  xxi  /tc^i:r 


-:i-4C-.*W  '4i 


' ” •^1'  ' „j  ^ ' 

.-  utfcvv  M'-tiS  .i?iyV^!.-..-Wiib  * 

;',i,  .V  ..,, :-.t  -y"' ': 

’ ; ■''•■  " ■ ;.r:^l^^--.  . 

>j  O'-/T0^i-VW,  aTS4i'-Dyh’  . rfoMrrkf^  ‘ ^ 

«!j  ■».■ '*•■  J > ■!  :W*  iwaKso'JIti  STj.v'Jiinat'O  ‘ 


..'.--^.•J-*  .'on  «K  ■ .'i<.'.<»^  ■<#  '«  r-*f  MrftwM  I.'iT:«c: 


'trtf.: 


* > ^ r,»  -J'»’  i'*  •.  ..  • . I, 


T..’  . > *V.  .'i-v  .V  Af- ^ 

.-,„y:o  :;-;.  ''i  •>«;  .'ot*-  ' J 

i,|i  ’ ;jit>  ''p 

^ ,.^  ' ' il  '■•)  ’ I.  ’ ■ • 

. ;V  - !<’'>V  V^  * W vKi^'4 

iiM 


;if.  .At  •xw^.y-A  C , 


4 . 

V,  'Is  ' 


33 


One  of  the  e-irliest  attei:^ts  to  dicoover  the  iiiflueno©  of  lip  move- 
ment and  of  tho  general  motor  tendenoy  to  vocalize  was  made  by  Quant z (26)  in 
1897.  Concerning  the  results  of  his  study.  Quanta  concludes: 

"This  shows  that  the  motor  tendency  ( as  raanifested 
by  lip  movement)  in  any  degree  has  an  influence  detri- 
mental to  rapidity  of  reading,  and  the  stronger  the  tend- 
ency the  greater  is  the  hindrance;  the  nmbers  represent- 
ing the  lip  movement  regularly  decrease  as  reading  rate 
increases,  and  vice  versa. «o The  ten  slowest  readers  slx>w 
aliaost  double  tlie*  mounV  of  lip  laovement  that  the  ten 
most  rapid  do*" 

Quarrtz  further  sought  to  ascertain  the  relationship  betweon  lip 
movement  and  the  rate  of  reading*  His  conclusion  is:  'The  ratio  of  lip 

moveinent  to  total  amoiant  of  reading"  is  inverse*  The  "extent  of  reading 
works  directly  against  movement  of  lips"  as  evidenced  by  the  fact  that  "not 
one  of  those  whose  reading  is  VTidest  is  a lip  mover  to  any  extent  Tvfhioh  can 
be  observed*" 


C*  T*  Gfay  (19)  reports  the  results  upon  the  rate  of  silent  read- 
ing of  training  given  to  decrease  vooeilization*  Tho  two  subjects  chosen 
displayed  a pronounced  habit  of  vocalizing*  The  training  consisted  in  first 
pointing  out  the  disadvantages  of  the  possession  of  this  habit  in  a narked 
degroe*  They  v.'era  then  requested  to  read  in  their  natural  manner,  but  ^vith- 
otrt  vocalizing*  Gray  writes: 

"6oraprehonsion  was  tested  either  with  oral 
questions  or  iTith  oral  reproductions.  Tliat  the 
practice  v/as  effective  was  shoTm  by  tho  fact  tloat 
no  vocalization  was  noted  v?hen  the  subjects  took 
the  final  tests*  Their  instructor  reported  that 
at  first  there  was  considerable  distraction  caused 
by  the  attempts  to  elirainate  the  vocalization. 

There  was,  hovrever,  a gradual  decrease  in  this  dis- 
traction, and  before  tho  end  of  the  practice  period 
tho  reactions  of  the  children  seeiiiod  perfectly  nomal* 

The  practice  oontinuod  for  t'wenty  days*  The  length 
of  tine  for  each  day  v/as  from  twenty  to  thirty  minutes." 

A summary  of  the  res’ilts  of  the  training  as  determined  by  having 

tho  two  subjects  take  tho  same  tost  before  and  after  the  praotioo  period  is 

presented  in  Table  II* 


Itil  i- 


i 


► ■ ' 
►' . 

• f 'I 


1.’ 


[k 

kL!* 

w* 

II:  ^ 


r' 


\ 


, .-'t  “ 

1 J 

. ;.J  'tvj  ■■>  ,.'::  0} 

i.:  iil 

. 1)1  :i.f  -v.- o-.i  -'>jk-tr;hoJ.V''' 

..S  't.r*.  •->' 

•;  ■.f-..|.  ''  , 'nU  ■■»■'  ■;  i’jf 

4 • I .:'15"'* 

j> 


_..  ..  74  •j(-',:v.  Vj^-  . - " 0 I .jrfiiVi 

' 5SV^.  i'*'  ^ CiSP  Hi  "?  »•'  ’*'‘1  ^^''- 

■ ’ .a:.  ■ ■’■  o !i.^.r..>;>  ..'  .-lic:  -'  <"-'  ’•  ■’■  ' '■ ' ' 

m . • ••'•;?:  isui 


jiX 


r’’  :fK 'Vi ’i' t - v'  ; 


,.  ..:>.{  < ’ ’ •■■.{  •>-.  ■',  ;•»©  f-<?  Mt-  Jti^srt^irsjK! 

•-  • ■ i*i  \ -f  ■ * . • ' 


■■■i’-.ff-  • -.  . ■'  ' \ , ' ■ ,;.■ -i;,’  ■'-'■•i''-  . . \. ;.  ■ 


..  . ;.  4 »■  ■ V V/  :;j.  • . .•'  ‘‘  •;  -“  '• 

...  '■  ';W4'*v.-  ■♦>;,  «•  Hi  5'aa-'»I-r  '/cii 

•:  .....  <“.■  .- r , '.>■-•  . w 

.....  - ?,'  -a  ;?;X)  HP'^'-’'  • •" 

' " . ?/ 

..^,50^....:  . ...  ■:,;  >«  ?« 

. . • ^ -, ' ■ ■ .''...'■  ' ■ ' ,'v‘  -1  '^''  ■ ' ‘ ' 

■*.■  '’  V i ' < I ' ■ A "VCt  illl  OiJ.i 

■ ■ ' :'..  ‘ • . /■  ■ . . i.r  ; (»_,.;• 


' ‘“^i- 

4^.'  ;-^ ' 


... .;  .A  . i/ ; 3 .*  't.^  ’iX'  ■..; ',  >■  ;*■'■'•'•  •'"  ^ 


4 '.t't 


:i 


' '■'•‘rt 


X-.r;c  ' Ji-’  .■  ■ -.^.i^.  ..•':  J -ws.v?  rn  ' .,• 

'4?'*.  .•/vr^V  . ■.,-  .'Wil'  •»<;•.•'•  1 •'•:•  .».«. 

V.  ''’  ''4u' /* 


i£^;.  i.;:  V f .»v.( W ':."t“  ^ i ' 

«'vv. v:» . V' 


i > 


,/  ‘; 


^.1 


Kt 


^.<f  r;,, ■,,-:.  rift  'y- 

■ ..uJwt-.tn  • ‘ .<^^.7:  ' • '■  '■;•  ^ ;vPvttixw."'i*^  C*^ 


y.l  L ' ::>n*  i=t 


r 


3^ 


Table  II. 

Record  of  Two  Subjects  Deforo  aud  /ifter  Practice  in 
tKe  Decrease  o'x  Vocalisation. 


Reading  to  Ans^Tor  Questions  Roauinf^  to  Reproduce  the  Substance 

of  Contents. 


Seleotion 

Hate 

Compr chons ion 

Seleotion 

Rate 

Comj^rehension 

6th 

A 

Gain 

177% 

Loss  75^ 

B 

Gain 

Loss  0.25^ 

Grade 

Subject 

0 

Gain 

8^ 

Loss  1005^ 

4th 

Grade 

D 

Gain 

60% 

Loss  115^ 

D 

Gain 

39% 

Gain  71^ 

Subject 

E 

Loss 

13% 

Loss  115^ 

Table  II  is  to  be  read  thus;  On  s?>l.eotion  A,  6th  grade  subject  made  a 
gain  of  l?*^  in  rate,  but  lost  75^^  in  ooripr ©hens ion  as  measured  by  the  answer- 
ing of  questions  on  the  matter  read.  In  reading  selection  B to  reproduce  the 
substance  of  the  contents,  the  6th  grade  subject  gained  1605^  in  rate,  and  lost 
0*2%  in  comprehension. 

Gray  thus  sutrenarizes  the  "positive"  results  of  the  above  e:<peri- 


ment : 


.1.  "Training  in  reading  without  vocalization  results  in  a 
marked  decrease  in  this  motor  accompaniment  of  reading. 

2.  Training  of  the  type  mentioned  above  results  in  an  in- 
crease in  rate.  In  considering  these  results  for  gain  in 
rate,  it  should  bo  remembered  that  the  practice  work  was 
done  at  the  normal  rate. 

The  negative  results  nay  be  sui.marized  as  follows: 

1.  In  five  of  the  seven  tests  taken  by  the  two  subjects 
there  is  a loss  in  oomprehension;  in  one  of  the  tests 
no  change  is  shown  in  the  results  for  coitrprohensionj  and 
in  one  test  there  is  a gain.” 

In  the  case  of  these  two  subjects  the  attempt  to  decrease  vocaliza- 
tion interfered  rather  considerably  with  their  oomprohension.  Tlio  conscious 
attempt  at  Inhibition  ■was  ai)pnrently  aomordiat  disturbing,  drawing  off  part 
of  tho  attention  from  the  assimilation  of  the  content  to  the  manner  of  read- 
ing it.  This  disturbing  element  would  seem  to  be  no  more  than  should  be  ex- 
pected dxiring  tho  initial  stages  of  the  brooking  dovm  of  on  old  habit,  and 


iv:  ■ >■  i'--  ''T' 


s . 


- ■ ‘ A,i- ■;  / V 

.•  4 f , ' 4i.j-  • 


' '.j' 


i 


LC  • 


f 


> .!■  . i r\«5 

•’-.  • ; , ■ ' - ■ . i 


1'' 

'r 

, - )W , ' - . 


ip» 


’ 1 

r.\i  :;i*^D^ 


. i 


U-  * * *^  «s 


ii»4 

. 4* 


' V V A ^ ^ ' • » ‘ ^ ‘<  ^ * 1' 

, ;'.  ! 3 » '.■' V ■ ‘‘‘>  '.'.  ‘ *V.  _ iii  *vA^  ^ 


. JiAP» 


®-'  « :•;  ^.  ■;  Xjm 'J^  t'  ' A ■,  '?  ‘-t  i-  .i'' ^ • 

' . _ % - „ •■  ’ . >,  ^ ».  *-4V.  ./•  i.^  •- 


> iJOi  T .f - 4 . v-4.^  . . - • ^ 

'i  * >V  ''i'  |ir.'  ..  .■■-»•'  ,t|.,-:.tir 

”,  ■ ' ■ ■ ‘'.j ’’  •."<"'<  .■  '■<■  ■ ^...-\ 

■ j7  Vti/-  ' '5  /.  AW-  A-  -e  ’ ?*•>  f ,i?X  ‘‘  '*<'> 

. ’ rj/rf  - f'i.-. -..  i--  Ju.4  T i Ji  . 

"'■  ^ r.  ' ■ . U»-..,A-.^  -J.'i 

• :•  '&iU-  ■"  -^,'A  .,;-.4:  . A .-L  • '.  - • v «"  ••  • ^ •' 

■;r.  V '•••".' 

’ ^ ' . . - M .'  '^-.4 

, • - • ''i#--'  * -.  >4^1  La<  '•’  '’■*'*■'  ■ 

1 '■.%  ♦ - .tv  Op.  ' r/  i i 0^.1  i. f A j ■ /:l  ■>i.  ^ 

'■•  'V  v-V’ Ur.l  ^'Z\  ■■• 


■V*. 


' v.r  > I.  ' 

';  rv.  -. 


■ . -ir-’t  ».  .^i  /-CL  ^ • 

■ ' ' '.^  ■ *rr!i 


^ A ./o  ^ 


t * « < 


' y ■ Z'  u i 


•0 

.„_■’  ■ ./ ..  . 

^ v<A';' 

,;4,ky  n 

. . . -;mU. '-  ;,..y  ■■•■.•  - ■>  »'. 


35 


the  substitution  of  a new  one.  The  experiaent  lasted  but  such  a short 
period,  that  it  leaves  undetermined  the  effect  that  v/ould  be  produced  by  a 
longer  period  of  practice,  when  the  decrease  in  vocalization  Tjould  have  be- 
come habitual  or  automatic,  and  would  in  consequence  have  drawn  no  conscious 
attention  from  the  comprehension  of  the  content.  Furthermore,  the  small 
number  of  subjects  in  this  experiment  — there  were  but  t%70  — renders  it 
unsafe  to  draw  any  conclusion,  save  one  of  a most  tentative  character,  con- 
oeming  the  effect  this  training  would  produce  upon  a large  number  of  pupils. 

That  part  of  the  present  investigation  which  deals  "^dth  Type  II  - 
Training  to  Decrease  Vocalization  - by  extending  this  training  to  a much 
larger  number  of  pupils,  and  by  alloting  to  it  the  entire  reading  period  of 
thirty  minutes  daily  for  a period  of  two  months,  endeavors  to  throw  some 
light  on  questions  left  unanswered  by  C.  T.  Gray*s  siiqole,  but  suggestive  ex- 
periment. As  'Till  be  pointed  out  in  a subsequent  chaxjtor  the  method  vrorked 
out  in  Typo  II,  while  in  principle  similar  to  Gray’s,  differs  from  it  in 
many  important  respects.  It  introduces  a number  of  new  details,  devices  in 
motivation,  etc.  Furthermore,  it  imrolves  reading  not  at  the  ordinary 
leisurely  rate,  as  in  Gray’s  experiment,  but  at  as  fast  a rate  of  spoed  as 
is  consistent  with  effective  oorqprehension. 

Miss  Abell  (34)  reports  the  results  of  an  early  investigation  of 
the  reading  rates  of  41  students  at  b'cllesley.  Concerning  the  relation  of 
vocalization  to  rapidity  in  silent  reading.  Miss  Abell  draws  the  following 
conclusion; 

'^A  characteristic  correlate,  in  the  oase  of  our  sub- 
jects of  slow  reading,  is  the  aotual  pronunciation  or 
the  vivid  articulatory  imagination  of  the  words  road. 

This  device,  which  nay  assist  in  the  comprehension  of  a 
strange  word  or  of  an  obscure  meaning,  is  certainly  a 
hindrance  v/hen  it  becomes  habitual.  The  disoouragonent 
of  a child’s  tendency  to  accompany  reading  by  articulation 
is  an  evident  pedagogical  r equir oment . " 


A ■ 


- . V ^ 

rm  ■ ' - 


•r,  ' -.I '©'Ti 


■ )'.  ■>•. '.t  ;vi.  ,J  - . . , .y, 


-7Xi  w ••'i'i 

.'  1 

•'  .r  : 


fC: 


: t 


.•  1.  ‘ •■/;»  ■ :m-iSUV 


V — -.'» 


OT' 

,'•  ' ‘j  . ,'  ■ '.  * I . . J^C  ; V 

, .V  I . ^ i'.. 

ti’ijy..!  •:! : • 

■ ' Lr:‘iK  >>*';  . 

j U:r>  i* 


n .<3^  fc.  ^ 

.•,)  . ' '*v<y  i ■ 


■ c;  ••«•  ; •'  . i 

/.:  -r  ■' 


.'  . . a”.  >"  l!<*  -J  V3>  *;■*'■- 

L - • . 7 yut-.:  ■ 


•V 


>.  '^vt  jl,. 


. ; '■  ( > 

: r..-’  hr."  . '•;•■• 


• I ■'  ^r,.  -i  .' 

■ ••  ■ . ;.  . •;\t'yyv^ 

e . , 
iV'T-V 


’•1-' 

'Of  -■ 

, ■ ■ ■■  '' 


y 1.  .>  , . ; 

',V'.;  :•  ’-c  V ' • '•"'.''V* 


•iVvk. 


V ■ ' ■'  ..  . ’ ■.  fi  •;  u - ^r::;.'’* 

..'  » •-•  t • > ,*«'■  -I  , < V »*' 

' ■ « 'll 

. •I,:.;,  ■ ■rv  .r.  :■  'ik  c.  -i?* . 

: ■ «■■  r» •.’’■''■UjjBkj'Jv n^'-  < 'Oy._vr'''  -xs?*  ■. 

.....  « f (,•  • ..  • 

• I'  .'  . ••■  i\» 'tk  ■ 

. IJAV.J-' 

r\P'  ■'  ' •,■■  ' x-r.c-  o t 

fw*;y.  . - ‘ . .*!  •/kf-  - .i,-'*'  *■'  • •* 


,4  kiiv-. 


‘-.J,  , >;»  ••'j 


. . - 4 . ••  ■ 


S i>'  i J i . tox  I’ ji  . ‘i ' ..} 


1';'  ; .i' 


r y 


•'■..fl’  .•  !rjt  ' , ei 


■ !• 


( • [-r^-Cp.  ':'o  vi  • ..'  ./.'*•  ' ' -•<■•• 

# . , . .J  1 ....  - 


y :,-'i 

: ■'  :T/7lr-tv{’ 


r.o  no^  . 

■-  •*  T ' ■ ■ 


rP£‘J'0 


.•■■<,.!  V.T' 

'i. : V-  • • , 


'4.  y •) 


. . f VAt  ' 


< • 1 


36 


Dodge  (35)  reports  that  in  his  o\m  silent  reading  at  the  ordinary 
rate,  the  vocalization  of  practically  every  'word  occurs*  In  his  rjost  rapid 
reading  of  ordinary  material,  but  the  beginnings  of  irords  aro  vocalized, 
■while  in  his  reading  of  very  fomiliar  raatter,  at  top-speed,  only  some  of  the 
words  are  pronounced*  This  further  confiras  the  conclusion  that  a decrease 
in  vocalization  is  correlated  with  on  increase  in  speed* 

Huey  (6)  reports  a number  of  exceptionally  fast  readers*  Among 
the  number  cited  is  the  case  of  a mathematician  TTho  ”read  the  'ivhole  of  a 
standard  novel  of  320  pages  in  two  and  one-foxirth  hours”*  Comenting  upon 
the  nature  of  the  reading  process  at  such  a rate,  Huey  says: 

”l  an  inclined  to  think  that  at  any  such  speed 
the  moaning  suggested  imediately  by  the  visual  forms 
suffioie  for  ail  but  the  more  important  parts,  and 
that  these  meanings  ore  felt  sufficiently,  without 
inner  utterance,  to  permit  selection  of  what  is  more 
iiaportant,  the  more  important  places  thomselvos  having 
a floeting  inner  utterance  to  vivify  their  aeaning*...* 

The  inner  speech  in  such  oases  must  at  any  rate  suffer  a 
foreshortening  and  atrophy  of  articulatory  details  which 
reduce  it  to  little  more  than  a slight  motor  tallying 
as  the  raoanings  are  felt  or  dwelt  upon*” 

The  results  of  the  investigations  above  cited  suffice  to  sliow 
that  vocalization  as  zaanifested  by  lip  movement  etc*  in  silent  reading  is 
undoubtedly  a factor  of  some  consegaenoe  in  affecting  the  rate*  Its  ef- 
fect, however,  is  to  retard  rather  than  to  accelerate*  Consequently,  its 
elimination  or  at  least  its  decrease  v;ould  seen  to  be  instrtunental  in  in- 
creasing the  rate*  An  attempt  to  accomplish  this  result  has  been  made  by 
devising  Type  II  - Training  to  Doorcase  Vocalization  -.  Though  the  lessening 
of  inner  speooh  is  the  fimdamontal  factor  and  the  distinguishing  character- 
istic of  this  method,  there  ore  also,  as  will  bo  soen  later,  other  faotors 
of  scarcely  less  importance  which  have  been  incorporated  into  this  type  of 
training* 


c‘. 


v>  ,v' 


•■'-  >;a  *3  r.  2i.uv  ■ • Jii-j  v ("•'’)  ^ 

' ■ *'.■  ■■ 

.-.'.fjtf  »Xr?  Sli  . i;.  ; •V*'  -^''>  o-.-.t/s’  .'  iL-.i'.'.  r ^dJ  ^ 

-■  i;.!  ..  ..'"t' 'i  (T:///V.rj;;^v#i|  --'lif  -'tt*.  , v-W.l'..'»-v  v'  -42:  ^<1 

.4^a..>-  '■-  -h'  ,p»  'tc  yi  .^(1.  .u  ♦ii. I 

*■■>? . 


■ ■ . « t i j.>*  ^ •-'*?^t^  li  ,i*'?X.'jj^J  ■ iti 

, . w^l  • *30  •» (1^)  "iv-i  -» 

■ ii  . / . 


■ V 


-..iAjt-41'AJ^^.V  >1.3-#5i:->.-t>  ;?w-s  ->-'v  i tn^XI 


' 

n:  '-.r- 

'•'W- 

>>»;►  j fi'-;...  y^«  cXj-.X  oJ  it’* 

■ Xt'  .ir’.')'' v>f  v,-'.' 

vn?X“iv  'i>'X  :'»n '.,i.<  wi'J^  i*’.S  'i<i7.  Q 

I'  ,■'■<**  ’j-ti''.^  ,t*J  »'>'''-XJ*r-‘')Xfl -•  Xi  -■  ' S ■'}■'/  : - ">  I'i'r  - 

. ;■'■  o’r  {te  . ..X 

Iff  '-j*-;**  >;^.i  •wrtnl.?iad3«r|  *'  ' ' /!*:  — 

. ’.  »i  \-^V'  *,<tr4  ■’•«.  CjXy.'ie->.-.,p4  •'■'"*'•  '■/ 

4/ii “^y ■'^ u.  .0  v<r^'  to  ^ 

'X  . ■< . ■^  , 'J  . . ‘ X. ^v. ,*. ? ■*  ^3  ri'.’-Jk'  .>f'i-.j  '-'v-  ■ ■sjfj’>‘X  ■ ■ v. 

'v-f  / ,,»  •■'•  ■<^.  •«  ■ ■-,  „.,v 


i-  ■ 


? - 

■ , ■ ■ ’ -.j  \ ■ 

tI'  iii  . ^-.5-s»  (^XjE  ycT  aM 


-«0*:.j;l  !,  * •'•■/^.X  *;i*y£  ' 0?  vofo'*;.  ..r; 

: .f  , vi  ia-T  i/t  ^ i 


i;  i/3.-. 


rJ 


- i .*,  ' o‘  u 


j/t>7 ■,>!-■€■. tit  X.-Jr^  'S»>.UV- 

- *'»  » * - *-  * 

* 1 ' > j .u'ii.  -<  4.‘"4t  •»>!  'i'. 


^ iii:’.:-  •.'••vit  ii-. •.>«««*  .f4  .^-.v-'  • '^4’i B^saw 

-'  ' '^  ' -.  .--TS#'.  :.:f  R 


; -M.-4».;  .■'-  rtv\U.-  ';:ivi  x r%- '3«a  ••  I\  friil  ' ^ 

■»  > .''i'i.i  icfi  r^v  -q-v  VvOfCjl 


, 


■V.  -‘  -if'*"  ■'KJi  , i> '•3'x;';*' o*i  :i«.'.d’  ^ ‘-i!v«X 

*■  iJl' 


».;'.-jr>t  .-:  jr.«x  M^.iK.*  oyti  . . Ifo’imiM-,  ic 

■ ■ . yV,  , f.^i  J .W 

' *,  . ' f * ^ ,1 

<-:  ,.  ,• 

I*  Ikll  L I 

^un 


rJB 

V 


37 

3»  Training  in  Poroeption* 

Photograpliio  records  of  the  eye-movements  and  pauses  during  read- 
ing have  served  to  enr)hasize  the  fact  that  most  of  the  total  reading  tine  is 
consumed  by  the  pauses.  In  fact,  the  duration  of  the  fixations  being  equal, 
the  total  reading  tine  t/111  then  bear  a direct  relation  to  the  number  of  fixa- 
tions. The  feiver  the  fixations,  the  shorter  T/ill  be  the  reading  time,  the 
greater  the  nmber  of  fixations,  the  longer  the  reading  tine  required.  Con- 
sequently, if  a type  of  training  can  be  devisee  viiich  will  effect  a decrease 
in  the  number  of  fixations,  the  reading  time  will  be  correspondingly  decreased. 
But  the  number  of  pauses  per  line  is,  generally  speal{:ing,  conditioned  by  the 
width  of  the  perceptual  span.  Training,  therefore,  ayhich  'ivill  enlarge  the 
perceptual  span  vdll  result  in  a reduction  of  the  nteabor  of  fixations  per 
line,  with  a corresponding  increase  in  the  speed  of  reading. 

Photograpliio  records  of  the  behavior  of  the  eye  during  reading 
have  focused  attention  upon  the  fixation  paxisos,  and  have  shoxm  then  to  be 
the  crucial  points  wherein  any  appreciable  ooonony  in  the  length  of  the  read- 
ing time  must  be  effected.  A more  detailed  study  of  the  nattiro  of  the  fixa- 
tion pause,  its  duration,  the  extent  of  its  visual  reach,  the  psyohio  pro- 
oesses  occurring  therein,  etc.,  is  reserved  for  a subsequent  chapter.  It 
will  suffice  to  indicate  here  that  evidence  of  an  experimental  character  slows 
that  training  in  perception  is  a factor  of  importance  in  accelerating  the 
rate  in  silent  reading. 

The  experimental  evidence  showing  the  influence  of  this  factor 
is  the  result  of  an  investigation  reported  by  C.  T,  Gray  (19).  T\’/o  fourth- 

grade  oubjeots,  a boy  and  a girl,  trere  givon  praotioo  in  quick  perception  by 
means  of  short-oxposuro  exorcises.  Various  kinds  of  material  were  exposed 
by  a fall-tachisto scope  for  a fraction  of  a second.  As  the  period  of  ex- 
posure was  so  brief  that  but  a single  fixation  was  possible,  the  material  would 


4'  .> 


- •*  • • t ■* 

•„  • "''i  ■ ■ iJ': 

c;  -3ca^  ■?/  :.  -•-v  <nW  *si'  ^ait: 'iWi  f.'jy-fJvii 

9.6i-’  5-.'  "fe  *5?-  aai^-^lfUo  ■ » .^-J---**::  nX  ' r bcau.ao-t' 

^Kl':':  ’i'j  7f>'U,ri  .-•.iv  <to}-hiioi  ■^ff^-iXSy'a  tK^U  rr;  l.vh'i* 

;o-  :Ui)-''  ''••  ' «s*W  . n^ii'tr<Jtl  i;-  .-J-^'-  '- 

..>yt:,.>pas  x:-  5 xr^ 

■3•^•.•.(.  * Jni&'''i»(  JUiiv  »'/'‘’  crtf  rSo  r'.-Jf'.J'--“ti-  ie  '>'srsJ‘-.J|  •'■  * ' 

■;.  j;;  : ..',^  :v-LJM 

,^vw^».‘  ..’  -'  >' J r.r£*i^>.iO''.i' ‘■•®,'<'.'-‘  ' •'  i i j-"'^  •yt.  tk'  fWi^*  v ?fr:  ■ • 'u  ti^ 

r»:;j  ■:>*  I,u..c£M:^  , « \C/>“x  ^ ‘i©  -3^/r;  «.<f 

Xli?*  r».  ...  , . .^.*.  ' . ..  lx:t/iC^:;WT  tfcdJ 


/'f 


, .-.•  > .<  liJb  ■’■nau 


:i  V , 


<•  I-'  . V ;;;  •■  •"  J 'vr-^  ',-,<  - “ ! ■ " ‘ 

Jhi  0#  ..v^..i  -T  >.«H  -vs  . if  \ PtoA 

^ ■'  .-'-ys  ' ‘ ' ' i' ■■■  ■ 


V -•' 

- 


.-MK^  ....  f . : '.  ;.1.^  ?x:  C4  .^‘- 

- : ' t’  .v.-;.,-  . ' ' - 


. 0 I ' ■*  ^ 

^ ^ V ■>  '-• 


« '.  ■ ■ t* 

'.. ‘v  ’l-O  C'-fi 


.!  S'  / ^ J^i 

U’  C'-, 

*'t •>.«.>  •’■:  'I'?'*' 

. u .* . 

."..■•r  5; 

'icv  ec 

,.xr9 

•..Jij 

-'  . 'i 

'..i:  .'Xiv'  --; 

f.r  '/<>; 

L. . ^ I .>.'.  tf-iTf^--:  ■ 

•>o 


's-J 
. ^^ 


■ -ff 


• » 


/%-■-  o . . ' 

<f  % 

• ^ ;:^i  '''^■^' 

; ■•■»iix  ' £A'  ■>^t’'  1^- «;  ‘j  * 

. ft:  . , j/  ' 

•;j  T!  v. 

- j ^ 

) f'- ‘ f ‘ ,>  ’ 

V '-s'.  . . 

/ ■/- 

:i':  .:.  1'  : , t--  C'jf  ; 

■ L 

ft  .'  ■’/*•£' 

a'V’  . > ■*■  .'>' 

• ' • '\V^  ■ 

1*  • Li7  ' * 1 

-i’.  ''  r.-  ilft 

% . ■»  *1  ' * ■ 

'•  r j,i‘t'\-  rtiJ 

',  . .'£•  )v.  •'■  ‘.iO 

i:'  Ur::p  ' “tv'^ 

' ',♦  '.*■•'  * •.-  ' 

Vn  34«r 

4,» 


38 


have  to  be  grasped  in  a single  span  of  attention*  The  effort  to  perceive 
all  the  aaterial  exposed,  would  thus  tend  to  widen  the  span  of  attention, 
if  the  latter  were  at  all  susceptible  to  such  improvement.  Tables  III  and 
IV  give  a sximnary  of  the  results  achieved  by  each  pupil  as  reported  by  Gray. 


Ti\BLE  III 

Record  of  Fourth-Grade  Boy,  Before  and  After  Short  Exposure  Practice. 
Average  on  Average  on  Average  on  Average  on  Average  on  Average  on 


2 words 

3 Words 

4 V.'ords 

5 Words 

6 Words 

7 lords 

Before 

Practice 

1.8 

2.5 

2.5 

3.0 

3.3 

Omitted 

After 

Practice 

2.0 

3.0 

4.0 

4.3 

3.3 

3.5 

TABLE 

IV 

■ 

Record  of 

Fourth- Grade  Girl  Before  and  After  Short  I 

'Xposure  Practice 

Average  on  Average  on 
2 V/ords  3 vTords 

Average 
4 herds 

on 

Average 
5 Words 

on  Average 
6 Viords 

on  Average  on 
7 <ords 

Before 

Practice 

1.3 

1.0 

1.6 

1.6 

2.2 

2.0 

After 

Practice 

2.0 

3.0 

4.0 

3.9 

3.3 

3.5 

Table  III  s'nowu  a notable  improvoioent  in  every  case,  except  in 
the  span  for  the  six  word-series,  where  the  averages  coincide.  Table  IV 
is  oven  more  striking.  It  shows  a widening  of  the  perceptual  span  in  every 
single  series.  hhile  a fall-exposure  apparatus  wxs  used  in  the  practice 
exercises  a different  instrument  was  employed  in  the  original  and  final  tests. 

”Thls”,  says  Gray,  "eliminates  to  a large  degree 
the  element  of  adjustment  to  the  apparatus  and  r^es 
the  marked  increase  in  the  perceptual  span  the  more  sig- 
nificant. The  imjriortonoo  of  a v/idc  span  of  attention... 
makes  this  result  all  the  more  valuable.  It  seems  that 
positive  results  oan  be  obtained  as  early  as  the  fourth 


A!) 


^ r :t- : 


_V;  . '"^  ',.,■  ■'  ' -i.  ■’.  . ' V"’"  C'  -■•; 

■.'••*^/  2j  ^''i‘.‘!  t£^;^  Ui?  f'TV'^^  ,'>  W/4 ■-*  2£  W f ' t© /i  i4i  it' 

»•  »•*  -■’/“*^,-^  f *■  -’‘k'  . ' -t;  . •».  •••  ^\r  f '•;^'  --'m  *r  t • r ^ ' , 

.,•■••■<;.■  • '■  ■■  i.  ■-  'I  . .••'•;V,.'’  , I y.:  ...  , [ ,' 

' ••  >■•  orti  *lx 

•'  ■’  “■  ’ * ■ - •,  ■ ’ : ■■  /iv  , ■i’  •- ■'i-  • , ••'•  - '^  , \ t 

-■K  .'  ^ V- ' ,y.::y  ‘;k;  >>■  = .•/■•  . ^ ^ 


■■•  - 'av.: 


*'^X  t 

'ir,. 

....,• 

ixi  .I»ifL\5 

, .,  • y’lLij^.. 

1.  1 i-'y’i 

1 j 

•*  ^ 

. _ f-4 

k,^ 


^,  >.  yo'iCi 

' . M'  - . . 


■'i-.t- 


yy 


eXjv'SV?  id  ab"-'  • ^ 

0.^ 


f, 

« *. 


c! . r ' vclJa^ 


vA‘- 


, ■ 


ft.  . 


.C‘5 


••  -'V  ■■  "»;ivy Tf/i,; - '; 
, ■ •• 

• -t-j '?  ■••.•«•  • ;^i  ’ 

4 :•  »i*-  -«A'£^  ••  > -'laTH 


•*v-  , ! •••“ 


’ “ ' /V..'  '-•  '•‘/.i  -'*•■  > 


f:rs>  ’ I'iHi  «lM.^^•■•.i*^J,rt  t<;  bt>y^ 

■ .6,  ..?  " " “.V  ■ .,  ’" 

r-f?  'i,;*;i«rV/.  ':••■/  ■ 


•'•"1 


'< 


'*'5 


v.'s  ' <»  *♦;.-*• 

'V.  • . 

'f-  ’ ' i ] 

->>*  : 

t'  i.’^ .'  f ' • .. 

' •'  . ^ ^ ■ - , '.,, 

'ft  V.'.'i' 

• r> , N 

*>  . 

'♦.IL-?, 


■ ••;  • tv  V*-?-*!?*  ijl  ‘■n'T'*'r^i.  •>  XIX 

’v7  1j^  ' ■ I •/.''..f-  y>c  '■•  '“i  * 

.-:  ' •^tnt  l^r ■tf  aor© 


■.•■,  c j r;.i.  Af  X^ts  aujj'.-i  ;q»r/x'.  * •' f n'.”  .'t  4itA..}f  . ’Tj- 

.iJ»  ‘ T-,,:-.,'  '•.■■.■.'i.Jnr/  . J . i 


o»V-:>  vyiH  .»  oJ  ■•«!Mir.»'iV*  ,*«.(' w”  ;.. 

•T.’Jti^i  &ct'»  -vVyi-tTCf  ' ‘‘ 

-t;-,  '.-.' • -".  ■*>  ti*»  •••!>•  Iff  •'  %!'♦.>• ‘^1 '■'^•'7-;''  . .-™ 


..Uv  ;.J^ 


<J  . 


39 


year*  In  the  liglit  of  these  facts  it  be  repeated 
here  that  rithout  doubt  the  type  of  training  ■which  is 
given  in  prinar;)’  vrork  by  rssanB  of  the  flash  cards  is  a 
very  important  elenent  in  the  early  training  in  reading. 

It  is  also  clear  that  the  foregoing  results  indicate 
the  desirability  of  a better  grading  and  control  of 
such  TTork*  Incidentally  the  rosxilt  nsakes  it  clear 
that  trainii^'  mst  come  at  the  tine  in  a child’s  develop-* 
roent  ‘vhen  it  can  produce  results*  La-te  training  is 
often  defective," 

Tray’s  conclusion  concerning  the  necessity  of  giving  this  traiiaing 
sufficiently  early  in  the  child’s  development,  i*e*  before  the  sixth  grade, 
is  based  upon  results  secured  from  giving  this  type  of  training  to  tvro  sixth- 
grade  pupisl  • These  results  indicated  that  "no  striking  change  was  made  in 
the  span  of  attention”,  Y/hipple  (36)  seoiired  similar  results  \7ith  adults* 

It  is  probable  that  a distinction  has  to  be  made  here  botvreen 
the  absolute  span  of  perception,  as  determined  by  tachistoscopio  expoExires, 
and  the  relative  span  of  perception  Tdiioh  actually  functions  in  reading*  The 
taoliistoscoplc  exposures  may  show  no  v/idening  of  the  absolute  span  of  atten- 
tion as  a result  of  training  in  perception,  there  may  nevertheless  result 
the  functioning  of  a vddor  span  of  attention  in  reading  than  was  the  case 
before  the  training*  In  other  words,  there  results  the  more  effective  use 
of  the  perceptual  span  in  reading,  ^ilere  it  practically  never  oovors  the  ex- 
tent of  printed  matter,  -which  tachistoscopio  exposures  shot/  is  possible  for  it* 
Consequently,  while  training  in  perception  may  not  markedly  in- 
oroase  the  absolute  span  of  attention  for  pupils  in  the  sixth  grade  and  ail-iove, 
nor  for  adults,  the  oonolusion  that  the  relative  span  of  attention  wiiioh 
functions  in  the  reading  of  such  persons  may  not  be  enlarged  as  a result  of 
this  type  of  training  cannot  be  drawn*  That  this  \?idening  of  the  perceptual 
span  in  reading  is  not  only  a possible  result  of  aioh  training,  but  that  it  is 


the  result  which  actually  ooourred  in  the  case  of  Gray's  sixth  grade  subject 


XX  ■ I r 

: ’■  ' W 


1.;-  *.'■  i’r'i.viii 

N .14  f.V.  ; ••  .'  ■ 

;TjJ '.v*ji-;*is  . '.t  " .'i  ' ' 
1,'  ;■■  ' ’■,'  ' '.  •. 
• <vf,  H-  » • r I-: 


■v;.  ;/,•  , 


r'. . ■•  - > 

■ rt  f fif.'  ■ ' '■  *■ 


■?  ' • (;j;  . • ' 

J.’t  ' 

■ . i • 

,J  : C;-r  •;  ' I -c.ri:l  ■ 


K ■ > , J. 


V <*  . 

i J' 


, c 

r 

.:  yi:V 

j; ' 

.C! 

''V’, 

c ' I ' V ' - ' - ^ 

.'ir  > T . T 

“r  K\’  ■■' 

: ' ;•  ■<’  * f H. 

■■lli-x  ' Ktf.i  '■  , ■ 

i •"*  . V , »;  <•• 

■'  ■ ■*  r • 

TfO’.  '«  6.  : 

, ,f.  ",  -!t  ' i 

W J4i  ' w 

j ■ •: 

ij’..  ' W . 

• 

...  :. 

-i 

■ -.  <tfti  -.id-'-- 

: ‘ ■ 'v  ' . ' . 

' , U / ' ■■'-•/  ; 

, „ 1 C.«  •:.•■►«'. 11  r.-. 

^■ji‘  V 

• ' >(k-.  ' .’■ 

J'  iiai-: 

;.-r>»:-  . . J;  •■<.,  'iVi.-5“ 

..  1 ( Jl*  j 

..or-rf  . .. 

Ji'i'  . 

:r.:.;;i4i 

'■  .. 

,' 

, ■ ,- -f^  ■ 

.5 

a , '.a.fj 

'■■  ' ‘ ‘ ' '..,■.•4’.':  '.‘i  • ” '■  '•> 

t j1 ' ■'. 

.j.-.ru  ■■■.i.:  ,1'  -t 
' *;(  ■ . ■ . . . 

f ‘.U 

»/ 


' ' -■  ■ > V'  ^V'  ■ . ..  I.  ,, 

'.'?r,  V .i7.ia  ; 'll  ri-.i  . ;■:.  i.l  t*.. 


v:  .■ 


■ fjlti-  -Si,:'  fr  f '.'  1.' 


•’.■  '«  •:  V 1 


( , 


■ 'V:  ■ 

..  ■•;  orU  j^-Toloci 

- ■■.,  : ' ■'■  , ' • / ■ ' - ;■  ''  ■ ■ 

,rtv  Ji  vv;rfjLr  .r*'^  -'t*’'  -r'';  ' ■' 


■5;  ' ' ' i? 

..  » r«  ‘ 


:-T.  ur 


K 


X-V-'  -If  fir-  %r 


■■.i.it.'  ■'.  ( ' W,l  <,irH  rif'Jf-./- 


■(,, 

I *i<' 


: <•■. 


i.a  , ' • -rr-  V -i  *’.JtJi  ■i*,'"''  y 'ff.l  ^lidA  .'-Ji  ■>  >•■  < ^ 


r»  -■' 


...  ■ aj  va-AVr  . cirj' ; 

...  Jf.rnv*  ■■  .:••  ••?  ' ..  -.  i'fio  .'■'•»•;  -'f 

. . . ...  („  i » -.‘,  rt.v  ..........  „'{>  -i  Kf;f- ■.  ■rf,.,/x  ''.c . ■ *■ : ."I.-  .tluavr 


40 


B*R«,  the  witer  thinkB  can  be  clearly  decionstrated  from  Gray’s  oim  figures* 

This  v/ill  be  siiowi  in  Chapter  VI  - Training  in  Perception.  It  is  sui'fioient 
to  indicate  here  that  training  to  enlarge  the  perceptual  span  iias  been  shoTsn 
to  be  no  unimportant  factor  in  accelerating  the  rate  of  silent  reading*  It 
has  accordingly  been  made  the  basic  principle  upon  ’.ihich  has  been  constructed 
the  third  type  of  training* 

4#  The  Charaoter  of  Sub,ieoW^tter. 

Simple  material  •will  naturally  bo  read  more  rapidly  than  diffi- 
cult material*  Under  this  head  comes  also  familiarity  tdth  the  subject 
matter*  Thus,  the  ordinary  reader  "would  probably  find  a treatise  on  psychology 
rather  sloi?  reading,  \7hile  a psychologist  *vould  read  and  assimlato  it  rapidly 
bocause  of  his  greater  familiarity  with  the  subject  matter  and  greater  ap- 
poroepbional  capacity* 

Dearborn  found  that  by  assigning  to  a mathematician,  a teacher  in 
a secondary  school,  and  a psychologist,  subject  matter  unrelated  to  their 
respective  lines  of  study,  marked  difforonoe  in  the  reading  rates  resulted* 
Dearborn  reports  that  a reader  saved  one-third  of  the  total  time  required 
for  the  first  reading,  upon  perusing  the  same  selection  a second  time*  The 
results  secured  in  the  present  investigation  —results  v,ddch  v/ill  be  pre- 
eentod  in  a subsequent  chapter  — prove  conclusively  that,  other  things 
being  equal,  familiarity  vdth  the  subject  matter  notably  increases  the  speed 
of  reading* 

5 * Habits  of  Eyo-Lk>veraont* 

Records  of  the  eye-novemonts  of  many  readers  as  shot/n  in  the  mono- 
graphs of  Dearborn,  C,  T.  Gray,  Sclmddt,  Huey,  and  Judd,  indicate  that  aa  a 
general  rule,  rapid  efficient  reading  is  characterized  by  rather  uniform. 


-‘vi'..  f,a  • c,;  i.'  r-'-'T.'-f  edi  g 


,iru  U • .'  ‘*\m‘ 

-'i' ..7  .4  ‘ " ,.W  , !t£  '.'  - .TV  ,;1  '-«r'a  l£hf%i  if 

t I ' i * 

.*ti;ji'«.  ' .1  . j o •■  ^ Ot^.ntoZ^'4 

^.'  , T%  :?,  'Ci  r-.-j  ,..;  ' irt  .'J.  ff  ott  0if  0.: 


■I  ■ *■■  » ' 'll'  e *if  ■ 

•.,::[  -fi' . >L  I',-. iv  r,i .. . T i'.>  .<«  .' 


-‘til 


■ /}  -; 


:>.■  7^- 

«».*  * viH  aob  >«■  .'•«■  «vi» 


- V , * * . 

J-.f.,..  , u f>..  •*<»';  :K.}‘ j.  V 

:I  -^..'X  -q  .4^^' v;Xf  .■  tiU'^  c.i^^  . .a  iiX 

~i  ■*• 

— • '^'  j^3y  ■ 


• i'.'i  ■ ' • 
tff. 


> ■ '-  ■’  ' ' '■ 

’tsivj.,  y-i&m  • 7;tv-  ico«»'4ii 

•....V  . a\  --.u-iMtit  ;«.:«  J t '•<?  c f'.l'X  t ^x  "*' 

,V  .’-‘•■f  '.V.IJ  jSa)  ..•ii  V ..feuLV-'T  ?'  .i4'Xt>!SfcT  «”iO«(Trllpd 

■ ■ ■ p - 

...  A 


V,  o 


■'  / 


-y'.i. 


f • ^'r»v  f • 

t TC-  •'  .1  M « 

•V-  .r..t.v.v 

-.-■■■  V-;  ^ 

',••  T‘:  V 

■ iS  ff” 

. ' X'.S'-" 

7 ) ^ (*». 

..  i ■’•.'  ■jt-,.: 

■ - /-  . ; • 

■r:'  •.c',  -r  • 

,*  < 

\ 

- 

••• 

: •'  i^io*: 

a .’  . 'v 

..••,.;OAv  •■ 

.■  ;'<»  1;  ^M 

;'‘^p  iii-r.i.V..  i.iWii 


■I 


.— . ..i-tt  flip 


. *<»• 


— fc.. .. . 

. rt  . ■ * < i • 


.'  4 


T.t' 

, . .,  r " '.  ' »’.*  'll 

-^'7^  >-yfi 

•iT’ 


. ^ " ..7  .*:a 


, 'I'- ■•’ ;'i  bf>.' ..u,:.lT\<t  •*<'•»  , >*'“1  i “-r  .'*#^1 


41 


rhythmioal  movements  of  the  eyes  in  contrast  vdth  the  irref^lar  move  ionts  and 
frequent  regressions  of  the  sticobling,  halting  reader*  Dearborn  as  quoted 
by  V?.  S*  Gray  (38),  says;  ”It  is  in  the  -..Titer's  belief  clearly  indicated  by 
the  above  experiments  that  one  of  the  essentials  of  natural  and  rapid  reading 
is  that  the  reader's  eye  should  at  once  be  able  to  acquire  a regular  and  uni- 
form motor  habit  of  reaction  for  each  line**' 

Huey,  in  agreement  v/ith  the  above  observation  of  Dearborn,  remarked 
in  regard  to  the  eye  movements  of  the  20  graduate  students  \diom  he  tested: 

"The  readers  shov/ed  a rhythmic  tendency*  Each  would  fall  into  a reading 
pace  that  seemed  most  natural  to  him,  and  would  then  read  page  after  page  in 
almost  exactly  the  sane  time*  Quite  usually  the  differences  from  paf?e  to 
page  would  not  be  over  three  or  four  seconds*. ...Habits  of  eye  movement  are 
doubtless  important  factors  in  setting  the  pace*" 

It  is  doubtless  true,  hovrevor,  that  the  character  of  the  eye  move- 
ments is  affected  very  considerably  by  other  factors,  aioh  as  the  size  of  the 
visual  span,  the  simple  or  difficult  character  of  the  subject  matter,  the  pur- 
pose for  v/hich  it  is  read,  the  ability  to  grasp  the  meaning  quickly,  etc* 

Yet  over  and  above  all  these  factors  it  is  probable  that  there  is  a habit  of 
eye  movement  of  a fairly  definite  kind,  which  functions  in  the  ordinary  read- 
ing of  the  individual,  and  which  tends  to  persist  to  some  extent,  oven  when 
the  character  of  the  subject  matter  and  other  factors  are  somewl-iat  changed* 

Of  two  individuals  possessing  equal  assimilative  capacity,  reading  the  some 
subject  matter  under  similar  conditions,  the  habit  of  regular  rhythmical  eye 
movements  would  tip  the  scales  in  favor  of  its  owner  over  the  unfort\inate  in- 
dividual vjho  has  never  rendered  an  ocular  motor  reaction  of  this  type  habitual 
in  his  reading. 


A' 


4 


N'-' 

. r '■ 


■I 

v.«  •r«f«5.-.T;  . - .i-  i- 

, .'  . . M.,'-irJ-t-  ■ . t.-  .!■-«  3ttW<.*f.  ,'i’<JU*«*’  ''■■  *n»t»*«*‘'* 

-,4r«.  *1’’  , <i65>  ■■:^ 

, bh,.>-*i.v.  £W,J  r;  '^o  w- iU '««*-  -«f 

.’',ttiX  ito^  y to  ‘'fot 

,.Tr.'4wv5  t*  a*£;..'vVw>.'o  ecotic  *«»  »ii»*.f,-.n?<!'  lii  .yoaJ'  ■-  . 

■.t  -Kf  l.«v:4l-  >!  «^3  •■*  -lO  04  bW,S«  «i 

........  a <v.  .i  '.:M  .-.•5’ 

i ■■'*■•' 

,r.a.  .,.ri  ort£  «£U;«« 

•.„■»«!  '^‘-i  « swWei  4»*ZWiroft 


.j's--,  a'o'fc— ui:n  .-.-iAo*?  t<J 


..,4-.  ,vCo^p  y**»:®.u  q«r:  W W ^ «<» 


■*••*  • Jiiii  ■ r-,t^  ‘ ' ....■* 


.';  ■ ''1  ■-  j* aWi  43if»  W4  ,f»«6W^^ 

r«’,.r  iMJY?'.-  :5rt:«  05  .•cat'jv.v?  J EUWIWa 


^ ^ ^ v'~>^443« 


“ "•J'  ✓ . , . , . . < 

^ *tc  -fov.'i'i 'fti'  i*-VX^tr3'' & -v> 

. - ..vfzil.*-  ^ ,..»W'’"  V'V<-  ' 

u * -s  ^ f*r-r  ■• /■  i^rmW'^l  I ■'  ^-l^^r>l^ 

- , t ^ ,a.  • 4!?  ' ^ "T  ir  c .>•  iw  w,  n 

' 4irt  fti 


V 


'1 


'•  >■  ./i 


A 


;t 

■ ' i. 


42 


Dean  Fordyoo  (39)  in  a paper  read  at  the  Convention  of  the  National 
Eduoation  Association  in  1917  seems  to  regard  this  as  the  chief  causal  factor 
in  accounting  for  the  differences  in  rate,  ”The  difference  in  reading  rate”, 
he  says,  ”is  largely  a matter  of  the  rhythmical  motor  habits  into  fdiioh  the 
eye  is  trained  in  the  early  atter^ts  to  read.  If  the  eye  falls  into  the 
habit  of  pausing  on  each  ^;ord,  the  rate  is  slot?  cvnd  plodding;  if  into  the 
habit  of  taking  in  the  larger  units  of  phrases  and  clauses,  the  rate  is  cor- 
respondingly rapid  and  the  interpretation  even  easier.  The  trained  eye  grasps 
the  T;ords  of  a phrase  or  sentence  in  a single  unitary  act;  similarly  the 
perceptive  power  grasps  the  ideas  in  their  combined  form  in  the  thought," 

Dean  Fordyoe  further  relates  the  rather  striking  acceleration  of 
his  reading  rate  by  gradually  replacing  his  defective  ocular  motor  re- 
actions vdth  regular  well-balance  cyo-moveraenbs.  He  says; 

"The  writer  discovored  several  years  ago  that 
his  reading  rate  was  very  much  below  the  norci.  He 
sought  for  months  a means  of  remedying  the  defect# 

Being  convinst  that  his  difficulty  was  largely  a matter 
of  the  defect  in  motor-eye  habits,  he  set  about  the 
ludicrous  task  of  learning  to  read  as  if  ho  were  a 
first-grader.  The  first  reader  vra,s  adopted  for  the 
practice#  A series  of  exercises  consisting  first  of 
a ooluran  of  two-vrord  plirases  was  used  the  first  month# 

After  his  eye  had  fallen  into  the  habit  of  seizing  such 
phrases  as  units,  another  coltaan  of  three-%7ord  phrases 
and  clauses  was  adopted  for  praotioo.  Later  a column 
of  short  sentences  vfas  used.  Thru  ten  minutes  of  judicious 
daily  practice  on  these  exercises,  and  on  simple  easily 
comprehended  prose,  the  author  in  a single  year  doubled 
his  speed  in  reading,  and  has  boon  pleased  to  note  a 
similar  achievement  among  his  students  as  a result  of 
such  practice#  By  such  exercises  the  eye  falls  into 
new  motor  habits  of  a regular  rhythmical  nature,  enabling 
the  student  to  read  in  large  rather  than  small  units# 

The  porcBepbtel  span  increases  v/ith  the  ocular  span#" 

( Itailos  ^o  mine • ) 

In  the  exercises  above  described,  however,  there  was  training  not 
only  in  rhythmical  eye-movements,  but  also  training  to  increase  the  perceptual 
span.  The  widening  of  the  visual  span  would  naturally  cause  the  eye-movements 


43 


to  cover  a greater  extenb  of  tho  printed  line,  thereby  necessitating  fewer 
movemerits  per  line  and  tending  to  inhibit  the  maaorous  regressive  movements 
■which  are  the  usual  oonooimltance  of  a slow,  halting,  reading  pace.  Thus 
the  exorcises  irith  the  oolvizan  of  two-v/ord,  and  then  three-v^rd  phrases,  etc., 
would  seem  to  be  training  'Vfhioh  •\'?Duld  have  as  its  immediate  specific  effect 
tho  enlarging  of  the  perceptual  span  to  grasp  these  phrases  as  a unit  in  a 
single  fixation.  That  would  be  trainin.g  solely  in  perception.  The  vrork  "with 
tho  first  reader  and  similar  siiaple,  easily  oon^rehendod  prose,  hoT/over,  would 
apxiear  to  be  largely  training  in  the  formation  of  rapid,  regular,  and  rhythmi- 
cal eye-movements.  The  rapid  reading  of  suoh  simple  familiar  material  ■v/hich 
can  be  grasped  instantly,  seems  to  be  especially  conducive  to  the  setting  up 
of  regular  rhythmical  eye-movements.  These  can  gradually  be  orystalized 
into  a habit  which  functions  in  almost  all  the  individual’s  reading  because 
it  has  nov;  become  for  him  the  natui’al  manner  of  reading. 

The  entire  inrooase  in  Fordyoo*s  speed  in  reading  could  not  there- 
fore bo  attributed  solely  to  tho  formation  of  a habit  of  regular  rhytiimioaO. 
eye-movenents.  Apparently  a considerable  shore  of  the  increase  must  be 
credited  to  an  enlargement  of  the  perceptual  span,  or  to  a raore  effective  use 
of  it  in  reading.  Some  of  it  is  also  doubtless  due  to  the  setting  up  of 
"higher  order”  habits  of  eye-movement c. 

The  case  illustrates  ho-w  closely  and  almost  inseparately  are  inter- 
tvdned  those  two  processes  of  the  reading  complex  -eye-movements  and  perceptual 
span.  Thus  the  functioning  of  a Td.de  perceptual  span  in  reading  insures  few-er 
movements  per  line,  thereby  affording  an  extent  of  area  sufficient  to  permit 
the  eye  to  fall  into  a certain  regular  sweep,  or  rhythm  of  raovemont,  •wiiioh  is 
praotioally  impossible  where  tho  eye  must  pause  onoe  or  several  times  on  praotl- 
oally  every  single  v/ord.  In  the  case  of  tho  training  described  by  Fordyco, 
tho  functioning  of  the  vddo  perceptual  span  -would  appear  to  be  largely  the 


. 4 .•'•r-ji  r j-  ^-^/n-■*-^  .-rJi  *i.«v  a/:* 

^..,-  „...,  «.■.=  . ■■-  - ^ ■“'"  '«*  - 
, . r ■■*,  ■■•  ■>  • ► ifitMfli  ht'  -V'  >“n5  ^ ‘ 

r,  »yj}.,  !»*■  ^’sS  <*-  -'^’'5  " “_•■"■ 

*’'*■■'■■  * .0 ’••••■•  ■ { ‘ 

k..,-.:,.TCI  rlM  ni  i •?  « 

,,  (,  „ „ » <vfvrn  ntvlif  * O^AS 

, .'  , , r.  »■,■--•:  i>'-''’^?Ti.'  Qti^  S'-y  * * R?..4Ja-,  ,, 

vi::'.V‘-^ft  ‘i  ■j'jr.  ■ >'ft'»  •)'*  f'v'A '>>7 '•-..-^'A  - . <.  - 


,,  rv..»»  «. 

>V-S^!^J;,' V-  ' . ■ ' ^ . • 

, ■ . . • ^ ♦■'ir-jn6^  ■?ti.. C’^t«Ov>'tra  «>Ti.-(i'  •*«**  - ••■  ■'•  -;• 

■'-.XV 4^.  .^P<1  I- 

f ^ ' ' •*■  *1,  j * ■ - K ? *1  ' t r !■  r «*s  f rtt.  tilif  * *’’!■  I 

■jc;»  < t; .u  , ^ 


•.•r  r.'  : t.'  i/'-i-ti''  ■’■'  '•  •>‘‘ i ' ■ . • 

„ .;,■  ,--i.  .;  10.:  ■.«^>  ■•-■.  ^ ■<“■• 


*■■  .•,.J.'!:::^.,  ■ fl  'W-.  •;>  «'4'  '*"  ■'  •'-  ■^'■' 

^ * 't'  -7  it  . ' •A*"’ 


44 


causal  factor  and  the  regular  rhythmical  motor  reactions  the  resultant. 

There  is  such  an  intimate  interrelation,  however,  that  they  probably  inter- 
act upon  one  another.  It  is  very  probable  — and  the  experiroents  of 
Pordyce,  Huey  and  others  lend  groat  v^eight  to  the  assumption  — that  the 
training  in  the  regular  rhythmical  mover^jents  of  the  eyes  across  the  printed 
line  tends  to  enlarge  the  perceptual  span,  or  at  least  to  utilize  it  more 
effectively  by  preventing  less  over-lapping  of  the  perceptual  spans  in  reading. 
As  Fordyce  expresses  it  "the  perceptual  span  increases  with  the  ocular  span". 

This  regular  rhythmical  character  of  the  eye-movements  is  pointed 
out,  as  a general  cliaractoristio  of  rapid,  efficient  reading.  It  is  not  al- 
ways present,  hovrever,  in  such  reading.  As  Dearborn  observes  "rapidity  of 
reading  is  not  necessarily  correlated  tdth  regularity  of  moveraent",  there 
being  some  fairly  rapid  readers  v;ho  do  not  seem  to  have  acquired  this  habit 
of  eye-movement.  They  would  seem  to  be  fairly  rapid,  hov/ever,  not  because 
of  the  absence  of  this  habit  but  rather  ^ spite  of  it.  An  exaanination  of 
the  photographic  records  of  the  eye-movements  published  by  C.  T.  Gray,  Dear- 
born, Huey,  and  Judd,  and  of  those  taken  in  the  present  investigation,  shoxjs 
clearly  that  one  of  the  important  characteristios  distinguishing  the  rapid 
efficient  reader  from  the  slov/  plodding  or  stumbling  one  is  the  presence  of 
a certain  regular  rhytlimioal  character  of  the  eye-movements.  This  rhytlmi 
is  shOT/n  on  the  photographic  records  by  a fair  tmiformity  in  the  number  of 
pauses,  ^^ich  are  usually  on  appreciable  distance  apart,  and  by  a somevdiat 
"uniform  method  of  time  distribution"  in  the  pauses.  The  hypothesis  ad- 
vanced by  Dearborn  (17)  in  explcamtion  of  this  regular  rhythmical  character 

-A 

of  the  eye-movements  in  fast  reading  is  that  "the  rapid  reader  distributes 
his  attention  more  readily  at  the  initial  fixation  of  the  line,  and  is  en- 
abled on  this  account  to  fall  more  readily  into  a uniform  habit  of  movement", 
'klhatever  explanation  of  the  fact  is  finally  accepted  there  can  be  no  doubt 


w. 


.};,^:  ;c  _ :V.§,>:.n*:';-v*i  -..i%!.:':t^  h.  r‘CL‘^  <t.l 


•• : Vw  ....  ■* £ '"•  "-^'  ♦" 


TO<;v  raft 

|£i 

v-v  V.v  ■_  <■?  ' n- 

,,..  , , ;.,  , -.v--x:  * .*:r*^^*f  S'" 

>.,<  iij  . . • *.  / 

’ '■  . I ' ■ ■*  ^ 

rj^r’^- j.a*vr.-.Vv  \ ‘ 

k.  i-  •■_•■' 

' 


li-  • 


/v-*^ 

^.1 


ti„  .ijiv  .'  V **  *.  **•  ' , j . ♦v. 

,,.♦■■■:  1 V-..  . •>  -iV*  .^Of'>‘‘'-^  , •li'm'i  ^7  ; ••  :f'  " !^.  ■ . _-■■•'! •-;■.• 

^4.  '.,... yi  3A  .iu:  51  ill  < W|f^  r‘  •■  f 


• • ■ >;vy; 


^ivir 


!'•  ' "(S:.'  •-  ■ ’■«' 


# * ..  -•'  '. 


4H0 


^ ' ' • ■ -f  S? 


,v  *•;- 


„vi0r;ti.  et'it  ••"  ";' 

‘si-  • 

irr-.  -■>  .>  -i  »-54<  ';*;.^f^  ■•* 


■ . , _JAi. 


■ K.'. ' •■/ 


v.;„.C.„  ’.,  '' VA'A* 

■•‘.i^.  • •5v<«'  •'•'  ''..  ' ' -A' - ■\if,:.<^^y^Jp~  •-  •:-97\» 

"■  ' , „ .j  ,.>,r.t,uT  oi(i,r'>;;'.-.  •'  ■’ll.?®  •*’¥^  ,y 


■,tW  ■.**'- 

-7 


,0  .n*f 


'.  I i''«\ 


.7  • !i  : >!'«<M 


^ li 

r?. 


1 f 

V’ 

•’■3 

TK^XXjc^hJW 

.( 

V-  V '' 

• - 

--•  1 ..v< . 

‘ - ‘.Ji.'*  * 
■' 

1 X 

7A'-. 

■ ..  ■ 
» ,f  />  St.-> 

" Ao 

.,-  *:•■.■> 

I 

! rVi} 

■ ' . V . ' •. 

’^;.  - r -.t 

‘Oi* 

. • ' V.  ^ 

V A 

. r..i 

i«r-  ~'^l'ft~' 

^ '.  /*V  ' . • * * 

■ • 

* ^ * p J*  ■ • 1 

' *. 

^ tH', 

-.U/K’O'V 

ixZ 

'•■l  A 

, * 1 , V ».  >,  f4 

?««■  '..^ 


'-■  • ■ Sldi  94  4'-^^ 

';y  .‘‘.I-  . '’X.  ' »-7 


^ ,.4  iijri. 


45 


that  the  hulk  of  existing  experinontal  evidence  points  to  the  habit  of  regu- 
lar rhythjnical  oye-moveaents  as  no  insignificant  factor  in  affecting  the 
rat©  in  silent  reading.  W.  S,  Gray  (20)  thus  aptly  epitomizes  the  evidence 
on  this  point;  ”Kegular  rhythmical  movements  of  the  ©ye  are  pre-re'quisite  to 
rapid  silent  reading". 

£•  Purpose  for  V:hioh  the  Subieot-Llatter  is  Read. 

The  rate  of  reading  is  conditioned  very  largely  hy  the  purpose  or 
object  for  \^ich  one  reads.  Reading  simj^ly  to  "get  the  gist"  of  the  story 
or  the  selection  induces  a mental  attitude  radically  different  from  the  at- 
titude sissumod  T.-hen  on©  roads  for  the  purpose  of  answering  detailed  q^iostions 
on  the  matter.  The  Tdiole  mental  "set",  the  entire  mod©  of  attack,  the  de- 
gree of  concentration,  the  amount  of  reflective  thought  and  logical  associa- 
tion, all  of  Thich  influence  the  rate,  trill  dot^end  leirgely  upon  the  end  for 
which  the  reading  is  done. 

TVliipplo  and  Curtis  (40)  in  their  investigation  of  skiming,  found 
that  a considerable  “slw^ing  down”  resulted  tdien  the  subjects  knew  that  they 
would  be  required  to  reproduce.  Besides  ascertaining  the  differences  in 
rate  for  both  oral  and  silent  reading  when  the  reading  was  don©  for  differ- 
ent purposes,  C,  T.  Gray  (ID)  took  photographs  of  the  eye-^novements  for  the 
several  different  resultant  typos  of  reading.  In  the  first  type,  the  read- 
ing was  simply  for  the  purpose  of  securing  "an  intelligent  understanding  of 
the  rmterlal.  Throe  other  types  of  records  v/ere  taken.  One  of  these  was 
of  reading  which  was  followed  by  the  answering  of  questions  on  prose;  oiiothor 
was  a passage  of  poetry,  with  the  anmToring  of  questions;  and  a third  was 

the  reading  of  prose  for  reproduction These  results  (summarized  below) 

indicate  clearly  that  the  reader  does  differentiate  between  different  types 
of  reading  and  evidently  approaches  different  reading  problems  with  a differ- 
ent mental  ’set*.  The  results  here  reported  ore  typical  of  all  the  subjects. 


'll . 

- » 


m 


r.  u>uf:^>i--  '.ni-n  *'  '•*■ 

. :,.:  . , f ■ : -Jf':;  . •s;-i  •.^a'•  M-WJiJ?  *•'•"<"•»  -•■  .•'  = '^'*:?* 

W,-C-  •’'■■■"  - ,'  ,•.■.•(?■■■..  .'•'-  ' V - . - 

...  ■u-  7 . ■;!.I  1' 

.V <*1J* . ■ '.a  ■^  i,  ii-  « * ■*  ‘ . ..I  . ^ ^ 


,•;•  'A 


.7'  c ;.'  . 'i< 


:af 


W>'  ' 


V-.\  '"■>v^  . .:  . " 9l 


.v,.i  , . 

r.vr  . , V.  .•  I 


->  i ■ . ;i*' 

j - ^ 


HRMI  ^■.  ■,  - i -X  :'  ■ --  V . '■'  '•^,-  • ,'  .■'•-■  '■'  f .'  f..  ''  *‘ 


4‘  .'<V-  •'- 


■';i  'V 


-.vXviiii 


•>Odf  (^'.’X  * •'  ■ 


.1 


*.  fc.*^  /' 


/ :v:  v- 

'4  ■■  ••'  <{♦  ■*,,:,' .;.!•<  ? l‘:«.  *••5,  '■'  ‘“"^ '■  '* 


i ' ’ J 


rt*‘  v^v 


rV  ':^J^;,;; 


r ■ , ..'4^ 


• V . , , V 

I , , - ,' \ "v..  -'■‘'  ’■  '■'  I ’ 


; r f,.'.’M  . '^v!  I’'  ■/’  ..  ,^.  . .,,  , -5i:ox  C ilr ' ‘VitM 

■Ay.’^'  ' 


• - '■'''/'  •■■ 

,,  .o  ...fiM’  ■*»>  • ^'■■r  • ’ . ■ 

^ •ILi  ' .•  ., 'ii'.  v?/4w  ^ " '-^v-;..  f ■ < •■• 

• -J • 1 ’ 


It  is  also  interestiiig  to  know  that  the  length  of  the  pauses  does  not  vary 
in  any  large  degree,  ■i^iile  the  nunber  of  pauses  varies  greatly”. 


TABLE  V. 

Ive^Hoveaent  Record  of  One  Subjeot  Shov/lng  Variatione 
Aeoording  to  iKxrpose  for  VAiich  the  Matter  ^s  feadT 


No.  of  Pauses  Per  Line. 


Avorc^e  Length  of  Pauses. 


Prose  >rose 

( Simply  ( Anm70r- 

to  Under-  ing 
stand)  Questions) 


Poertry  Prose 
(Answer-  (Repro- 
ing  Qua 6-  duct ion) 
tions) 


Prose  Prose  Poetry  Prose 

(Singly  (Answer-  (Answer-  (P.e- 

to  Under-  ing  Ques-  ing  Cues-  pro- 

stond)  tiers)  tions)  duction) 


AV.  8.1 


9.6 


11.0 


8.7 


13.9 


14.0 


14.6 


Table  V is  to  be  read  thus;  The  average  number  of  fixation  pauses  per  line 
in  reading  prose  (simply  to  understand)  is  8.1,  in  reading  prose  (to  ansv/er 
qxiestions),  9.6  eto.  The  average  length  of  the  fixation  pause  in  reading  pros© 
(simply  to  \inder stand)  is  13.3  fiftieths  of  a second,  eto. 


TABLI'J  VI. 

Variation  in  Humber  of  Regressive  ^iovements  Aocord- 
""  to^^  for  .^ioli  tlie  li^b'tey 


Prose 
(Sizaply  to 
Understand) 


Prose 

(Ansv/ering 

Questions) 


Poetry 

(Answering 

Questions) 


Prose 

(Repro- 

duction) 


AVPPAOE 

PER  LETS  1.8  2.4  3.3  1.8 


Table  VI  is  to  be  read  thus:  The  average  number  of  regressive  movements 

per  line  in  reading  prose  (simply  to  understand)  is  1.8,  in  reading  prose  (to 
ans'vver  questions)  it  is  2.4,  etc. 

The  figures  in  the  sbove  table  toll  the  inside  storj-'  of  the  differ- 
ences in  rate  resulting  from  the  different  ends  for  wiiioh  the  passage  was  read. 
They  show  that  the  pliysiological  processes  are  perceptibly  different  in  each 
type  of  reading.  There  is  a variation  in  the  nunber  of  fixations  pauses, 
in  the  average  duration  of  the  pauses,  as  wll  as  in  the  number  of  regressive 


>' 


: r ■ 

' / 


.9ft 


9 

-r 

i' 


.•r.  • ■ '‘I5.#ri  diS'-'lc  " • • ‘ 

4;  -t,  ' lu  i"'  v‘-  i"''«  -• 


. !'  ■,i* 
,v 


■'-i.,r‘> 


"fS$:yhyj£^^ 


. i. 


1^' 


’■» .:  '14  ■ 


j; .'  • . ' V,  «({:'  -jT-*'' 

■ i ’ ^■■'  ■; 

...  - ' r f * . ■ 

- ■ / ■•■  ; , '>J»»  '’ 


V 


:.'7  ^ ^ . ■•  yf 

; v^.t  <T.-* 

.'  . ‘ . ■'■  'Y  ••■:  ■ - 

7 — 


jr- 


■ 2 ■•».-’-• 


^ i- -X 

i!  " i ^ < r.  » 4 V \ 


\n  - ■ 


0»vl 


' ♦ 'o. 


■- ./:  i • 


,a\  ,-^tiu^ 


'\'_  r+itr.-^  *v  f * '■  ^ 

f \M.  .‘'f  ",  '4V;'V  o '^'  f .4'  '■  ’*  ''  ) 

...  .•  -...  -^  . 


n 


f/i  ..  . '.’tf.'  t'7  -'■ 


.'•  : 'Y*.  '■'  .Y  *AP  «rt»Y'.'  '’, 

•■  Y.^r7>,7-  :.. 

: ' --«• 


< .V  - V ♦ 

: -.  . -*«  •*  -^».. 

'p 


4^ 


->*••  • ‘ f f^  .- 

-.i  >» 


— . . - ,-.^  ;-j:j/  ...f  \iU 

. . .... .... : • ■'•>••  * * '.’*  ^ . r .,  ,.!3Bb  - 


i \ -f-.M  i^‘ 


V-..-.  n;v,  Y'.4J^rtyr—  _ 

V - ■•  ' o.f  . ’ 


:■< 


‘ u'r^ 


,1 


f ‘ ?«  • * 

a*  - j» 


t.'  '•'•■ 


. .i^--  - . V - i-  \.v 


Y •-  f 


‘ ?.. 


; ■,  >;i,  Wi,  r:.^ 

.1  j . - -■  . - 


r , K.' 


“ . T ,^i'.  vZi  I' 


■•  -r.  ...  ..,•  ..:  _ ..... 

^ . . ,..  » . • , < I T v^vA-p^V’i'  'M.T  .tik  .'>*^‘■^5^  ;*«|5^^''-'-*''  *’*'” 

^ j.  *P)  »:  / ..  ' , ( . • .Vy,  'w  J-  '■’  - 

■^-'  .-74( 


.,  ' )-  • 

. ><-.-^^4.. .'.  j!  _ ,.,  . . . - f - *<■ ' ^ 

' ) r t ‘'j  •;‘.'f*>  :rPV  -A''’''.^''^  t.'.f. 

‘ ’ ■ .^.  7v  ' " ' ' '■  ‘■‘ 


,..■  r-  . .;  . ...^  , r--  -Yi  - '.•:^:^^  p.*-  = 

'5-5  ■r.iJyuf!/  .&r\; 


I . huh.  »*'•> 


•<  V 

-i  } 


'i:'^  ^ -'^ 


-•j'. .(. 

ft.  ;-• 


\ 


0 \ 


laoveinentB,  Those  arc  the  physiological  correlates  which  reflect  the  diffor- 
onoee  in  the  ooncoious  eloirients  functioning  in  the  changed  laental  "sets"  or 
attitudes* 

Besides  the  veirious  aims  in  reading  wiiich  have  already  been  men- 
tioned, tiiere  ore  nimierous  others  which  shade  off  gradually  from  one  another* 
The  following  are  illustrations  of  pvtrposos  for  Tiiioh  a selection  may  b©  read, 
each  of  which  would  affect  the  reading  rate  in  an  appreciably  different 
manner: 

1*  Simply  to  understand  a passage,  to  "get  the  gist"  of  it* 

2*  To  find  a few  specif ic  facts* 

3*  To  determine  the  logical  consistency  of  a line  of  argumentation* 

4*  To  appreciate  the  author *s  diction  and  general  rhetorical  con- 
structions • 

5#  To  criticise  the  thought  or  language  of  the  soleotion* 

6.  To  remember  so  as  to  retell  to  others* 

7*  To  bo  able  to  follow  directions  of  procedure* 

8.  To  select  only  the  min  points* 

These  arc  but  a fer%v  of  the  numorous  purposes  for  wtiioh  one  actually 
reads  at  various  tines*  They  could  bo  drawn  out  at  greater  length*  Tlie 
above,  hov/ever,  will  suffice  to  illustrate  the  different  attitudes  assimied 
in  reading,  with  consequent  differences  in  both  rate  and  quality  of  cor^^re- 
hension*  That  reading  in  the  grades  for  one  or  tT/o  siii^le  purposes  does 
not  develop  the  ability  to  read  effeotivoly  for  other  ends,  is  evident  from 
the  results  reported  in  1917  by  W.  S*  Gray  (41)  in  the  Survey  of  the  St* 

Louis  Schools: 

''Tho  facts  presented  above  point  to  the  conclu- 
sion that  tho  various  phases  of  silent  reading  ability 
do  not  always  develop  in  the  sane  proportion  Each 
phase  noods  speoial  attention,  and  tho  teacher  must  plan 
instruction  so  that  pupils  rooeivo  offeotivo  training 
in  all  phasoE  of  silent  reading  ability.  This  includes 


-■<1  ‘‘■-. ?•■■>'  £.1  -(atf  £w*|-  -ts  tits  «i  gafiWifW’.ft  '■**•  «o»l*?i'ae.  •'•'••»» 

* ' • ’ . > ■ L;p'  .*  "■  '*  '■' 

a;- ■:* ^ 

; ■JvV-^/'a 


rto-mn'i  • 'iA-o  iicAi:/»  ,:'3if-A4e  B«ro.s?i«»*a  'iVtt'iS 

• ;.^.  ■ ■ ■'!.  %.v  . 

'i  , :*•,  .u-'  i.'.:  ‘Of  ->  ,<  t3*t% 


r;  M'.?  ,/xr.' 


/ ^ 


■-r’'  ''X*V-itv«-»  .a-'  ni  «.%•>  T 


As/rfAr,  ;vi44# 


Ai  V.-  I-  ^ C-  , -v.-i./a^**?  i &r:  j.  ^ Rifi-'v*  •*#  ** 


\ 

■^  i.  ri"  w ••rtJ5l  ef 


'V’ 

! -•■  iAo±5'*l  «»f{^  cV  .t 

■■X'm  ■.  f ■ ^ ^'.’afe*. 

V T’A  , ., €4  'J'i  e^'  •^'..:- 

. ,.  „ C5?vxA,^^Tf-^' 

, vb®iei» 

'-rA 

» ..  - '..  .-t 


' '-  i. 


>T  ‘ ' ■L'>‘\  '’*t‘  ' 1':  ' ' * 

y ■ I,, r^  ^,-. 

■ ■ •'  •>:'4A 


■a.'S-  <^a'5L 

* . . * ~ 

. ■ ; ■ 

*. 

7i‘4  '^iA; 

iifSlX  ^^  9- 

/-- 

s'**  • 


‘i  V 


•-  viili.;-.  iU--  •'  «.*  4-ni«^^a*ico  r.*^-  > 

v-'r-  ->  7-  ,..41  ->-• 


. -V.'  X ‘ ■ • iTiff  ;-i^  AA 

t»-.  ■'  '.  , ~ . . _ - * 


;A  '■•,  7' 


.%  . V vw  - •■  ■ .:'  ^ -V  ^ _v  ^ ^ 

, ;,.  'v«A''iA-  S.A;, ‘-  ■■,4> ■■!•■'  A I'v'-'  . ' '•■  ■ 

, , •;  ,'s  y.y^  .’•♦  '.  7X"'i  • ■•-  f.-  V.‘  o\-;v.-*’i 

s;\  '*'.  «•  «..^<-  ."i..  . ••  ^ * ’ * , . , 

'•  ' *iw<"  >"•-  ' ’ ■'*'  '’'V  i ' r 


>rt**  's  - .'  vt>  - ■ ■'  '■■  *' ■'  **■-»  '•  '■^' . ^ ■'  j *■' , A' 


■1 


' ' V • ; ■ 


v>Jc/?  ' . ' (t.A.-/i9T  cit’  iJ-A  t*»ii  A'i-'i-i  -A 

.^1,.  .,  . . • . ■■  .<  ■ .-  ■.  ^ MS  =;  ^ 


t.iu'o-'  • . i,, , -I  A';'.ita  '-<o  »im;--*i’  -.E-  t‘i 

■ A*-  ■ ^55Li‘‘*  , — J'' 


48 


not  only  ability  to  reproduce  and  ability  to  ans*aer 
questions,  but  in  addition,  ability  to  seleot  pivotal 
idoas,  ability  to  organize,  ability  to  determine  the 
relative  inportanoe  of  facts,  ability  to  associate  nevi 
idoas  T/ith  one*s  store  of  lcnoT;lodge,  etc#  To  the  ex- 
tent that  a teacher  gives  specialized  training  along 
one  or  ttro  of  these  lines,  just  to  that  extent  %dlll  her 
pupils  be  more  lilcely  to  fail  in  a situation  t/iiioh  calls 
for  silent  reading  ability  of  a broad  character#” 

The  character  of  the  purpose  for  which  the  reading  is  done  must  ac- 
cordingly be  ranked  among  the  factors  of  prijnary  iiaportanoe  in  conditioning 
not  only  the  quality  of  comprehension,  but  also  the  rate  of  reading# 


7#  Concentration  of  Attention# 

ijuoh  of  the  time  consumed  in  apparent  reading,  is,  in  reality  lost 
thru  xmconscious  wanderings  of  the  attention  and  fruitless  day  dreaming# 

Tho  eyed  often  remain  fixed  upon  the  page  while  the  mind  is  visiting  distant 
climes  and  is  busy  building  Castles  in  Spain#  How  much  of  the  time  spent 
seemingly  in  the  reading  of  a book  is  actually  frittered  away  in  listless 
poring  and  idle  vrool-gathering—  especially  if  the  subject  matter  is  rather 
heavy  and  somewhat  uninteresting~is  difficult  to  detorrainei  but  that  it  is 
considerable,  the  experience  cf  most  readers  leaves  no  room  for  doubt#  T!'-® 
introspection  of  a number  of  graduate  students  in  education  and  psychology 
and  two  University  professors,  composing  a similar  group  at  wiiich  this  study 
was  first  discussed,  strongly  confirmed  tho  writer’s  o\m  conviction  that  this 
was  one  of  tho  strategic  places  in  tho  reading  process  wherein  could  be  ef- 
fected a very  considerable  iE^rovoment  in  both  rate  of  reading  and  quality  of 
ooiiqjrehenBion*  If  this  tendency  of  the  mind  to  wander  exists  even  in  the 
case  of  adults,  it  must  be  much  stronger  in  the  case  of  children  vhoso  imagina- 
tions are  usually  very  strong  and  active,  but  Tdiose  powers  of  concentration 
arc  iJuoh  less  developed# 

Quanta’s  study  shordng  that  tho  rapid  readers  not  only  averaged  ap- 


r 


-*t,-  ■p't-'^V'  ~>k‘h2t  ■•Xao  -H-'t 

^il=;  - ■ •' * ^ d<.'/^iiliV 

V . Lij  V'*  ’■•  ••i*’-'  ':.' A U ’»••;•»  X v-  • f5  4-Ci'*  ' - • 

' ' :i>t  Sn^.Htt  vV-’ v*'  r j-  '?-»  *TO^<>rtO 

* 4-  * 


.\VPt 

V »>'■• 

'tv/.rt»  ^iP  I' 

* 

^.'i-i'  i'i,  1^’  >‘2 

"C  ’ ' 

'-  i.  «*? 

V . ' ***^  Y'  * 

’-ahifi  noi.t-w4xi  - I t •iv'^  <^  wX^'  ii  '-W.'"  . 

- ■ - r-4».t.WK-  T5V  '*•" 


; '^r'.  T' ’■'«  *'V  ■’  -’' 

.O.:-  Jm  .-tf.JN  -'Uvt  ^'  jo-ijrrj  *^x?i  -^0  •iv*tj;.  ' 

;.'*  • ' • -s-.i'f  ••.■•f)  MA  4#rf  , • "'*’  '* 

..  ' ' - -i -’2  ■'  ‘<«  ^1*.  •*  -'f-' 


H ; ''  ’ . / 


• * — ^ ” 


••  ;|S  .■■i£i'^4T;v-^?.no''  . .'L.,'  ' 


. -tM ...  ■ /'.  " '■' ■ " ' 


w.  f;.  .«.in'...!.f  - •*  ‘»^4 

Sai.:.  W«a  ."■  .M.. 


-i 


<y5»f4(tiX  i*i  'Jji^  4 

■ :.  . > ■■  ‘ -• 

:•>  3^*ir^  ..•;.  /.  "lx  vrj^lfc^  I 


•fX  <«ii  «i  •4t^,al»R>»fc 

•V-:  , fe-  ■" 

it  v‘l  i»-U  #«r  ^ S.W  vww 


^ . ; D^J  'V. 


•ij.',’  ■■•.  iTTv.-I  ■ •'’*.' 


' ■*  ' ' ^*  1»  - . . f,  ' . , . • . • r.  * • A •</» 

• • ■ . ‘ , ‘ V ..  . « • ^ j^.r 

* .i~-  A >*-  ^ 


i ' 


: <ii7  [ 


hU 

Ai. 


nL<i' 


\t, 


iiXtr*.  x_,>  .•t^*fc  <--‘'vv.*<;?  - 1 V'ri.f  Ail  t 

V*  >>:,l'j.xr*i  * ^1  . J*;  ■-)•''  -'■  /.-I  ;i.  'y;*'"  ' .• 

■ ...  -i.  .'I  •,>•...  .y-  ,--s>  ,t^./.- . '•  ••  •—  • T ■ • 


r I ‘f  ■ i il  h 


or\l  'vl  r --n  4^*  -i  ;Ux(l 

. • -tf.  ,■■''/■  ' '■■  . '.  1 '..-.ff;:.  V. 

-r.o  . •'.  ■■  ’•■  •'V'  r.  )r«a-35  4!-J«  vi 


. .,  ...  ... . > 

t:  , ’.:/,:.i  :.•  t -•  ,P*>-  «An*’  't''  .«.  ;'rf.*tf 


T 

3 


I -V 


i-  ,t  A . ■ i,  . t,y 


49 


proxixaately  37  percent  superiority  in  the  quality  of  their  ■Vi'ork,  but  also 
introduced  less  extraneous  mtter  in  their  reproduction,  offers  corroborative 
experiiaental  evidence  of  the  above  conclusion*  Conoerning  the  rapid  t^^pe 
of  reader.  Quanta  (26)  says:  "he  introduces  only  tiro-tMrds  as  roary  thoughts 

not  found  in  the  original  selection.”  This  doubtless  finds  its  explanation 
in  tho  greater  concentration  of  attention  necessitated  by  rapid  reading, 
and  the  consequent  avoidance  of  day-dreai:iing  and  'iiool-gathering  \7hioh  is  un- 
doubtedly the  prolific  source  of  the  extraneous  imtorial  fotind  in  the  repro- 
duction of  a selection. 

Concentration  of  attention  nay  be  promoted  by  various  moans.  Chief 
among  those  is  tho  judicious  selection  of  interesting  material,  ■vThich  makes 
a strong  appeal  to  the  laind  of  the  child.  The  matter  must  grip  the  pupils* 
attention,  especially  in  the  lovror  grades,  instead  of  requiring  his  volatile, 
fluctuating  attention  to  try  to  grip  it.  i^uoh  of  the  slow  listless  reading 
obsorvablo  in  many  schools  is  largely  traceable  to  the  unsuitable  character 
of  the  subject  matter,  which  is  not  only  not  closely  related  to  the  oliild*s 
immediate  interests,  but  is  also  not  infrequently  beyond  tho  pale  of  his 
actual  experience.  The  consequence  is  that  the  concepts  and  imagery  are 
lacking  in  vitality;  the  reading  is  verbal  and  hopelessly  mechanical  ~ ”a 
sounding  brass  and  a tinkling  cymbal." 

Besides  tho  selection  of  subject  matter  that  touches  off  the  springs 
of  the  child* s irsnediate  interests,  there  are  other  devices  chiefly  in  the 
line  of  motivation  ^diioh  assist  in  overooming  die  Wanderlust  of  the  youtliful 
imagination  and  enlist  the  prompt  and  vigorous  concentration  '^f  the  mind. 

The  pressure  of  a time  control,  the  individual  graph,  the  class  chart,  etc. 
Tdiich  ^7ill  bo  described  later,  are  effective  in  accelerating  the  reading 
rate  chiefly  thru  their  immodiato  effect  in  enlisting  tho  strong  conoontration 
of  the  attention.  The  continued  concentration  of  tho  youthful  reader  is 


a , t' 


..  ,t,.a  -o' . : j fj  TUr  f S •<{■  ■ 


.7.  > . '^. 

4'*<i  ^ 

1~V 

•.Jjt  6^  *.-t-si»  ->  '•>' 

Ss 

o 

lii*i 

a-  ^i:.?-’' 

7^  <i  !;’  i ».;i i'  .■'*  ./■ ' v’-i 

’:i^'  ■■^•‘  '•  Ti 'si  j-'  ^3or‘>-"t-*rU 

. ■ ■■kvf"'3f^  •^‘-  V-  ■-  ■ •"*  * ,y. 

r;  UA.'--  . .•.^.i^yn‘^,f■‘>•S;  t^-.'.  I;.  i~ 

' .,. . :.  • , ■»  -'•  -.  -. '^.»Kesfti>a  X'  >3»i*oJUcJiJw 

- ..  •.  .'  . '.' -:‘^;.v.‘  ^ .>  ' .’Ji'-,’-'  ,->>i  '-■■  *■ 

- . . , .,.f ; W ’:  -1*  & ^ «. 

' ..  :h.->4,  -l^r,0^  rtyiy^  « 

h..T^  * *.'i?  . 


a'r^ti'Vy  V'- 

> A 

r»V;V  ■ 

iii'  » I*’.  ',  _ 


ai  aX-o4<l«  v%.^  oiAsiteSt'- 

-wif>  ly  "f  fy^  .yA^4  - .^;  * - ."••,T-r’  < - ^ • , >f  -Y  ■ (V,  ../  ’w?  •.-  i' • *'Y '‘^-  .-v^-  ’.  - 

■1  ^*;;.i  -,v  -/■#  • **  ^ '“'a.  «• 

*»••  Vi  : 'j  ‘***1-^  ‘ ■ ■■■/•.'  i,  .•  -i  . *li  i„,  ii«'i  A,  ■•'1'  - ■*'v'‘.'  ii’'t.^'-  ^'^■•?-  ...  -^Si-1 


'“i  'y’i’Xr’i 


•>-vr  ' ' ' "■  i fcii!««v.'\ 


' ■ ■ "■'  ■''  ‘ "^  'Li^  '"  ' • , t - ■ Vt^' - -f  ■ .,•  T..  .•.■;, i-.if. 7;,': ,r<f*5  ttt;-'  - • •’ KF^4)' 

ifcC?'*  'i^VlJiiflOt  V.  ' T.  ^ * 

' ^ * , • v'.#'  . . ,'  ■,  - if.  ,?4  ■i-'.v-,.v-'  .‘'  ,i  - • 

..V.:4.-r;..-.  ’ - 

. A.......--.-  ,^^.; 


't-t. 


'I'  *; 


.aXi 


■ : ■ , - - ir* » ..  V"' 'W  " > ■ ’ ■''  '•  ■'■^  '■'  ■ 

^ ‘ ^ .'  . * • ;/'  . "'V*‘w>'  . . •'  .*  *• 

. - idi  4^.  ‘ ^ < 1^  T‘"'  ^ 


,-;,  ‘‘i-  ' ..N*'  c:  '4^ii?ci|6J--^i.- ■ '• 

'-'  4 -•  _ . ...  ^ 


5-0 


Bcaroely  susceptible  to  direct  coercion;  it  inust  be  effected  largely  by 
indirect  ineans,  such  as  those  above  described. 

The  significance  of  strong  concentration  of  attention  in  increasing 
the  speed  of  silent  reading  seeras  to  have  been  too  little  recognised  in  the 
past.  Soiae  of  the  neans  utilised  in  the  present  investigation  ov;o  their 
incorporation  into  the'  tyx>es  of  training,  loainly  to  their  imediate  influence 
in  enlisting  the  active  attention  of  the  reader*.  For  even  T?ith  the  other 
factors  present,  and  a fair  degree  of  conoontration  lacking,  the  reading 
•will  be  necessarily  inferior  in  both  quality  and  rate.  In  the  present  study, 
then,  this  factor  is  strongly  strosced. 

8.  Ability  to  Grasp  the  Meaning  of  Contents. 

Since  reading  is  in  the  last  analysis  a iriental  process,  namely,  the 
assimilation  of  the  th.ought  from  the  printed  page,  it  is  clear  ■bliat  the  per- 
ception of  the  printed  symbols  is  effected  to  some  degree  by  the  speed  v/ith 
which  those  symbols  can  be  understood.  Consequently  in  the  ease  of  the  read- 
ing of  heavy  difficult  material,  the  part  of  the  reading  process  iTliioh  de- 
mands the  bulk  of  the  time  and  effort,  is  probably  not  the  operation  of 
"getting  the  material  to  tho  brain,  but  of  assimilating  it  after  it  is  there". 
The  necessity  of  znaking  tho  proper  logical  associations,  of  eramining  the 
validity  of  tho  thou^t  in  the  light  of  tho  principles  already  acquired,  etc., 
involves  reasoning  and  studying  of  rather  a high  character.  Such  a process 
vfhioh  Trvould  seem  to  be  more  appropriately  termed  "studying"  tlian  simple  "read- 
ing", naturally  demands  additional  time. 

But  in  the  oaae  of  reading  of  the  ordinary  type  of  easily  compre- 
hended material,  rather  than  in  the  "studying"  process  above  described,  the 
assimilation  of  the  matter  seems  to  occur  as  coon  as  the  printed  symbols  are 
peiT»oived.  There  appears  to  bo  no  appreciable  retardation  of  the  rate  due 


>5 


»■  _j'  ->■( 


• b\ 


w 


\.'  '^S-:vu-  ( t. '.4?a*A.'^7  d’  . l:t;.'-  ••  J.Jt  ■ irt^f^CT-vO 

' '^  'A  ' ■ * ■ - * 

/tf44jvriv^J»-  ■ ‘<r?o«cv  'io  ,c*o:«fe->iv tsdS 

-X..U  .a  : .-•  c. '.’.v  .»..•«  ’i»'  V:-'^  OfL 

«fc.vO  1/ f Sj^.' •?!  • V^t* 


*{  ir.«+0'  'm'l.  - « v -W- -“'t  "'M  ^ rrf,?»A  ;y.i  «<.>>* 


,,Hn.  * v»»'  c • V*  * -v  • *>-.vi  fti  -rei-wiiiiu 


. k ..' V 


. •■.■{■  V'-:5^  / :.x'  fvXr'S  ,ilr '^. 

.'*•  . . ' v;<^  ' . >r-  v:' 


. wiv.-.'.  'urf  :'  jt*  ..*;  ■ i 


i>i*u*^»ir  •»-  •• 


T j}/  _ -«  , ■ . ..-» 

i ' ,-r^ f-*yvv  '.  ; ■ j-.r^ljws  -'..I  •liui  cd  t\k  ;v-- *•>■•/««< ■'  ■\'  , • 
. * ■ ' ‘ 'v  ' c'-r  V ■' . r''*:.'i"'  ■•.i'.^  -?•••*.->  yr'j'W.-y' 

‘ ~ •.  '..  . ■•*'•  i-f,.  ..  ^■  '*»  ■'  • • ..*  1-  • 

■ . ■ . . ' . .•  .v;AJ.  Li' -'J:  ■►.«►.•  \ 


. .w  ♦t 

iavo’  ^ c^QiibYt  «*«C‘y 


•■i '.  ''  ■ -•-■I 


. I 


'•  ■ T-'^yff  '.vV  ,rr.n  • ej  s^vi;  e-4*^  * • '.-C^  •#»«».« 

, ''•  , ’ ' - l>-l'.y 


;:i;'.‘'’ 4'-'/ 


r/ 

f 


^',:i  M , ?..  ^ oi- 

<r-  , . . ■ . . ' ■ 

- ' <|fi;  ■'•  > At  vGfti^f  'j.wa7f^  "ic  f'tiT 

KvX-.‘  ,.  '■■■'“  '^  , .,  ‘ V , : , V,,  I 


; .-..r.  ■',.,.  ;v':  . <•.;•*'  ' -^f.  i ■. 'iswit' ■ ' ■ ^ ' . -tf ' 

.*,,  J f'f ' #•' f t • • ^wioTpcl  •,. 


jp-  ‘A»*  ' 


•’  \i:>..'/td  xr-.'  Wc  ••*.?- '5»  <‘-'fv‘  xl  Jhf 

^..  ' • . ‘ . . , • -V  •—• • !■  *'  ) . 

* ^ ■ "^  y:  '■,'  I ,..•  ■ ■'  ■ 6l  ■'  ’ ''  ' ' ' ‘ 


4 l' 


■ W cv  Itf-**  a-/'  ■‘O  ->if'  >Si(ilK‘'j.  y'"  ■.  •’’  Vo  ■- W- 'X^ '-^t 

, . ' ’ V '■  ■ '/f '■''  • 

•W'  )>  '•(■-••»•  ‘^■:  vi  w'i-'.'i.  »*'*'  't  q 


fif»>« 


c 


51 


to  the  demands  of  oomprohension*  The  reverse  of  this  process  vould  seem 
to  be  true  at  least  in  tlie  laajority  of  oases.  The  rate  of  oomprohension  is 
slo\;ed  up,  iTaiting  upon  the  tardier  process  of  visualization,  just  as  the 
latter  is  itself  impeded  in  the  case  of  oral  reading  by  the  more  cumbersoiae 
process  of  vocalization.  The  introspection  of  many  T/orkers  in  this  field 
such  as  Huey,  Fordyoe,  etc.,  and  of  a number  of  persons  interested  in  the 
present  study,  showed  that  their  rate  of  reeding  was  slo\7,  not  because  they 
could  not  assimilate  the  matter  rapidly,  but  because  their  perception  of  it 
Tfas  proceeding  at  a slow  plodding  pace. 

Their  subsequent  determination  to  increase  their  reading  rate,  re- 
sulted in  quicker  perception  vrithout  impairment  of  the  comprehension.  These 
instances  ivhioh  are  typical  of  hundreds  of  similar  oases,  would  seem  to  in- 
dicate that  the  reading  rate  at  least  in  regard  to  the  ordinary  type  of 
material,  is  conditioned  more  largely  by  rote  of  perception  than  by  rate 
of  assimilation.  Lfost  readers,  in  other  v;ords,  proceed  at  a pace  tlmt  is 
w-oll  within  the  limits  of  their  possiblerato  of  assimilation,  TThich  is  seldom 
given  the  opportunity  of  functioning  at  as  rapid  a rate  as  is  really  possible 
for  it. 

Ruediger  (42),  however,  apparently  considers  the  assimilative  factor 
the  determining  or  "essential”  one.  As  a result  of  sozae  experimentation  he 
concludes;  "After  having  eliminated  the  physiological  qualities  pertaining 
to  tho  mechanism  of  vision  ww  saw  that  neither  visual  acuity,  retinal  sensi- 
tivity, nor  tho  horlzontcLL  extent  of  acute  vision  had  any  significant  corre- 
lation Vilth  reading  rate.  The  essential  factors  that  determine  reading  r.iust 
bo  looked  upon  as  central  rather  than  peripheral".  This  conclusion  is  tm- 
doubtedly  true  in  regard  to  the  rate  at  iThioh  difficult  material  can  bo  in- 
telligently read  and  possibly  it  is  true  in  regard  to  the  upper  limit  of  speed 


.i ) . W '.  ;,V'  '.  ■;•■ 


.*  V 
( 


ii'  ■•  • ',■••>*;  '.k£  * 3^  it  .?*■•  A" 

:^r:;rt  TO  ■- » ■ 

•■♦•»<?,  .^  -'V'  ’ ■^'  ■ ' . •■■  ’ ,.  ' ■ '•• 

n,';  a-  *s..  ; ’’J)  t - --  . *' ‘' 

■v;:,  ,(  ' • ■■  4'  y,';;  ' vi;  ,..  f ^ 

V Sf.  5 'h:  ^mi  . '•:  S.cr  f 4ii^/j:-:  v»  . -y.'.a  J<V>  •f’f-*  • 

>,;  ■■•  ■ V,,  ' ' • S;  ■ ■ ^ ■ ,1  VI'  ■ * ■ 

,.  r.n-r  <^K 

■'I,^>,  , ■'  'I,'  V'  J'  > ■•  y/.^ 

- . ..  - ■ V.  - • ..  • ■ '.  . ..  ' ■ ■ '^■■^'•■  ’ . 

J J,. ,.-  . ;^;4.  ■ 'ftfltr  -^  ■ niA'TcJ*  >•  -•'•^r^.  ^*;r'  V 

■'■  ' i ''.  ■ '",'*  : ■ ;^‘Aj  ' ' '“;  '1  ' I-  , ■ c .^'  . '■  ‘ I ' . 

, .,::  liji  ’<>> '« -■  ■^■'i.'^l  Vs  i>y:a^A 

■,4vT'"''  .’  ■■  ■ ’ , > ■* 

"..•  . :.C  ,syAL,rv.,wf.'  ■-  .-■ 

■-  ■ ^^'■y^"  •^V'  '*'''■' ' "■  ■’  ^ ' '!^'*; -T' ■"  ' '■  'V'  ' 


''  "’*•■■•'■■  '•■•  ’a!','^  .,  '^'»'  • '»' 

..  .'f  ■ -1 

<■  v'  •■  ' — • 


, ,.  f 


; *OSS3  , • 

to  ■ . ..>  .■  . -.:  • , - . - '■’  , 

«.  ...•./•.  . Vf.f  ■ io  •»J••4L•i.'^^.'i-%‘^  '-O  -•.>j1»  i,v  ..  a^l^vr  'io/ 

■■  . J.i  ...  ■ V , ■^.’.  .r-/-..  ‘u  vd:t.:X^Mr^TO  i"  fr>r«* 


fe- 

-.i>- 


-r  - " vrr^ya  ^ 

-;V 


. ; V--.'  ■•  . ..*.  . .__  4ti, . 


O ;-/.c,.,..tt  M ';:f  .. 

\jv  / • “ m:d'  ' ,^‘V  ry;',',  •'■  ■ '■W?: %V 


■'  ' ..  ,^y  , ■ i ■•  ’ .,  tfj^..;:..-'  ‘ ■■  i '■  r^"  v.>'  ■ •. 

:,-!i^v,  .-yto-sA -X.;,;s.-y  '•%<«; 

' . * ,’  JP  ‘ , . V>'^* 

....  . • .1  ..  i..  . ^ -•  ,..  ’i:.  i'*  . • 


s..,;  ■ f''- S‘'' “ 

''  .1-.  ?.-..  .-  . (■  .<>f  f ' 'T '■. 'V  .^  ib^'rmnXJrn 


■*  ~ * ■ r':X,  ',  ■ ■ ''■•  .''''K  •' 

11  .u  ■>  -.y-  fts 

•'■9  . -.m-  '.;  .,--'yi  ' '1m-' .:■ 


52 


at  •vviiioh  raoro  easily  oomprehended  material  can  be  perused*  In  other  words 
an  individual’s  speed  of  reading  oan  never  actually  exceed  the  rate  at  which 
it  is  assisnilatod*  Otheriwse  it  would  be  simple  visualization,  not  reading 
in  the  intelligent  sense*  But  are  there  many  individuals  ■v^'ho  have  attained 
a rate  of  reading  %fnioh  is  the  upper  limit  at  which  the  process  of  assimilation 
can  occur?  The  bulk  of  available  evidence  demands  a strong  negative  answer* 

On  the  contrary  it  is  probable  that  there  are  extremely  few  who  have  reached 
the  upper  limit  in  thoir  rate  of  reading,  i*e*,  the  highest  rate  of  reading 
at  which  the  matter  can  be  oomprehended*  There  ];as  beon  so  iraACh  dead-level 
plodding,  and  so  little  recognition  of  the  possibility  of  increasing  the  rate, 
and  so  few  systematic  attempts  to  do  so,  that  it  is  safe  to  say  that  the  rate 
at  which  most  individuals  read  can  be  considerably  increased  by  the  proper 
type  of  training  without  decreasing  the  comprehension  of  the  matter  read* 

The  results  of  previous  studies  as  ^/ell  as  those  to  be  presented  in  tloe  present 
investigation  showing  marked  improvement  in  rate  of  reading  with  no  Impair- 
ment of  comprehension,  constitute  the  basis  for  the  above  statement* 

TBhile  admitting  that  the  correlation  that  has  been  found  to  exist 
between  the  number  of  pauses  and  the  reading  rate  does  not  apparently  square 
with  his  conclusion  as  to  the  determining  role  played  by  the  assimilative  factor, 
Ruodiger  maintains  that  the  number  of  printed  symbols  perceived  during  a fixa- 
tion nay  be  attributed  to  the  central  factor  of  comprehension  just  as  well  as 
to  effective  perception*  But  the  fact  tliat  simple  exercises,  such,  for 
example,  as  those  which  Doan  Fordyce  describes,  with  a first  grade  reader  exnd 
with  columns  of  two- word,  and  tliroe-T/'ord  phrases,  and  such  as  Imvo  been  worked 
out  in  the  present  study,  have  notably  increased  the  speed,  not  infrequently 
doubling  it,  proves  oonslusively  tliat  there  are  inany  factors  bosidos  the  ability 
to  assimilate  which  condition  the  rate  of  reading.  Such  simple  exercises 


. 1.  •. 


‘bi  ■• 


' -'i^e/' ■.’oi.■^•  Sk‘ 


criik^tt  u* 


f.'  4 ' ■ 


,.^  • .-vVivr  !^':v  • \ U ' ^ ' ' '"i*  ''•'  *' 

} .:.'a^v  V-..  » ' :•’■  .-.t.  ;•-»# 

, ...  - -./»  ■■'d  Yi-J..  jn  ' , 

Sit"  '•  '-•  '?'■  •■  . ' ■ . .4,,f. 

„ .,.^.  ..  .-  . .:u.,  ^ --laPrti' 

if  .•  J ti-itjvcv--  v,.'..»  .;.  ■ ;•.■;•* 

■ ■ ...  '.V  •■/•I  .TC-vf  ■ 

,T„  - V.'-  r -.-.ft.* 

^ .1'  '',  '•■■T',?^  r>.  ■’’•  ’’'fy  ■ , - ’■  . »-.T  ■ / 

, L • . • * 

• ' ••  ■ •’■■'(  7 ^ '•  ' 

; .;>v  'b-  a:  i ' '■  r 'ftp-v 


: i4-’  ' ■ ^ ~ Jbii  1 -X  ’ ■ 'ii-'  ■ ■ 


»« 


*tiV. 


V .',j  ./•  .••«'''•. r-l'-S  ! ■ Tjl  .J.‘'-'ir’  -C-'Yi'ji 

l>  rvti  V-  -I'  . ■-  - Uen  i-  ■ r:  r ^r. 


I -'fPE, 


^t'  . 


~Lrj\/  y- 


yy.:  ■ ■!^‘‘\  7V  ^ 


- y5. , L; !^r. \ 7*ru‘ 


i-i  'il  ?if;r- 1 -t.'.  (*  >y  % 


V. 


J» 


•'A..  iOv  NiiSi-  f'.  '-  i •:  V-  .t'^v  W.-Jt . 7 . ..  . 

- - : ,;y,  .^^Y:■Mi^^  •.  :■  ^ «...  7:0  0:7^ 

; . V-.I0 !■!'•  ■•:.■:  '■'■■  ■ •!■:  v •■:  '■liyifc---'’-'-  »‘'5v  ''.'•'  •=-^- 

■_  -..^Ji-L,,  .,.,^  : , ; . , :si  - . y0.-v,.y-r?  Ar<# 

. -.  ..  A. ■•  ■.. '7  **J 

;,  •-  .Vr’kj!',  *if.i  V-»  */i>  !•:»♦ 

J • ' ' ^ 

,<{  -5  r.^.-viC'!’  '7,‘ii  ii*r  !■  X'  %fO  . .-' 

^Lf  .Wr  ■*':, 


'v  :-*  , -v-  . t './« '?  .>  o li'.j  f 

{'■  /r  '’i."-  . **^,  ■*.  ' b''  •(,  ■ 


'■  ’ . ^ .g-  .a  

■■■  - ' t(  ' ■ ■.  . * . 


. . .^r.  .'.'t  O'.!  <o'.t  '.i-te 


1 


'*  ••■/? 


• vtl  .' -.•Y’ftr  . ^ .'■-  ■1'  •j’io  i 

■'  ■ ' J,  , -W  V 

«il'.  A . • '•'  • *•  ■ ‘ ■ 


' ■'  ' *X-.l 


5^3 


oanriot  preoijinably  have  doubled  the  ability  to  coaiprehend,  but  they  have 
increased  the  size  of  the  visual  span  ftmctioning  in  reading  and  have  i«iproved 
the  character  of  the  habits  of  eye-niovenients  and  other  perspheral  factors  thus 
producing  a saarked  Increase  in  rate  of  reading.  This  conclusion  is  further 

f 

corroborated  by  the  results  of  Quaatz’s  investigation  of  the  relation  of 
visual  perception  to  rate  of  reading.  After  pointing  out  the  mrked  correlation 
existing  between  these,  Qtiant*  draws  the  following  oonclusion:  "This  shows  that 

mere  quickness  of  perception  with  its  large  physiological  element  is  an 
laiportant  factor  In  deciding  one's  rate  of  readli^."  Consequently  while  the 
ability  to  assimilate  Is  not  unimportant,  there  are  other  factors,  peripheral 

» 

in  character,  whose  influence  in  conditioning  the  rate  of  reading  is  of  un- 
questionable significance. 

9*  Seoognition  Of  The  Value  of  the  !^blt 
Of  .^apld  Silent  Reading. 

Probably  the  chief  reason  why  comparatively  few  readers  have  acquired 
the  habit  of  rapid  silent  reading  is  because  of  the  general  failure  to  recognize, 
first  the  possibility  of  greatly  increasing  one's  rate,  and  secondly  consciously 
to  advert  to  the  value  of  such  a habit.  The  discovery  of  the  possibility  of 
appreciably  accelerating  the  rate  is  the  result  of  investigations  of  compara- 
tively recent  date.  It  is  only  beginning  the  filter  thru  into  educational 
praetice  and  to  reach  the  popular  mind.  The  recognition  of  the  possibility  of 
establishing  imrosasurably  more  effective  and  econcwnical  habits  of  rapid  silent 
reading,  and  the  appreciation  of  their  value,  are  the  first  and  necessary  stops 
in  their  acquisition.  Once  these  facts  have  been  clearly  perceived,  the  effort 
necessary  to  substitute  "higher  order"  habits  of  reading  for  slow  dawdling  ones, 
will  be  readily  forthcoming. 

Accordingly,  in  the  present  investigation  considerable  care  was  taken 
to  point  out  not  only  to  the  teacher  the  possibility  and  the  value  of  establish- 


'l-M 


ihiTcrJ/' 


■J. 


:>•  A:  '*/i*  ‘ 


V '*  ' 

t-’*  ^ ' '.V. 


"'^  ■ ■ 


•U'  ■ 


<4  ■' 


y\.  - f ■ 


.»'■•■*_  I -*  • 

■ .j  . ;V  #if.v>..*  .-f^j  •».  /•  *»«'<> 

- *•  • y^  * • 

r. ■ ?»’ vjp«  "•^■’  -'•■'‘■*^'15^  .Sct^ '■ 

V - , \ ' ^JM;..**.  *^1;  >■' 


‘ 1 -* 


• » isr  ^ * t»: . 


» . 


.-V' 


' i-  ’>  i x';\* 


' ■ 


!■.  . 


"'•  W '■  ^ 'O  ’■  • 


■*•  .'rt 


• ' eiiHA'li.  • o^*  5 ■'■ 

.v^SSbI 

%n'>r  • . > ?';  ., 


. C *' 


’.f 


■,  r * « eXr/^»^i.tee 

• -,  w-  r V- > jrr<»;i^5fro '^56w? 

^1  - -■  •;.'-  ■ : .sww«»,«.'  inrfl#'  .■  ^^*1  «t  ^«ri 

- ''^^  . ■ ■'  '■  , . - 

ifT **>'’'■  If i-i-?*  •’:•  ■ - -v'l  ilij?w^,  •-.  ‘ • v;  *•**  - ftr*^  J-  ■ 


rr.--  ".jvi 


^vf*  frfl 


,.f  • *'  .', 


.-••-oinp? '*  *•' 


, ,'y,  ~i\  i.  *%d  Wif.f  SV  .'•Fk'  0«f 


X vr  *• 


rtfj*  ;v, t?.li  *&:*'> 

.5  ^«h  Hh  xlir*t^ 


Irtni  ;V  v-Ct 


•,.•»  R 


• . »•'  •'»  ; 


ft%n6l'  I'rrfi'* 


c*^*-  i-  ■'  .’  '• ' 


Ct;Vt  .“F 

'-; . *■ . n* 


’.'  f, 


• ' ^c*  ■■  > ■ .•  '• 

M’  '.'•'♦7 


-.0  *'•  • 


V " I 


. ■'  ■‘z'J  ^ lil  “_ 


jJIJf  •!»•**• 


r' 


ir^  such  habits,  but  also  to  get  this  lodged  clearly  in  the  minds  of  the 
pupils*  Unless  they  perceive  the  value  of  such  habits,  and  are  made  to  feel 
the  need  of  acquiring  thoa,  the  work  is  apt  to  be  rnechanical  and  lackir^  that 
earnestness  which  is  the  sine  qua  non  of  effective  habit  formation,  and,  in 
fact,  of  all  successful  work.  On  the  other  hand,  if  the  value  of  such  habits 
Is  perceived  and  the  need  felt,  the  successful  outc<Mae  is  already  half  asstired. 
For  from  such  an  attitude  there  springs  concentration  of  mind,  enthusiasm,  and 
sustained  interest.  Consequently  this  rmist  be  considered  no  unlmptM’tant  factor 
in  the  acquirement  of  habits  of  rapid  silent  reading. 

10.  Too  Will  To  Read  i Rapidly. 

Closely  related  to  the  preceding  factor,  and  grofrii^  logically  out 
of  it  is  the  will  or  determination  to  read  rapidly.  The  writer  believes  it 
important  enough  however,  to  deserve  separate  emraeration.  The  general 
literature  on  the  subject  of  reading  records  several  Instances  of  persons 
suddenly  awakening  to  the  realization  that  their  rate  was  urmeoessarlly  slow. 
^Vccordii^gly  they  resolved  rather  simply  and  naturally  to  b'“ing  it  up  to  a 
higher  level.  Marked  success  was  achieved.  Thus  Huey  (6)  owed  the  doubling 
of  his  rate  largely  to  his  simple  determination  to  "speed  up."  The  results  of 
this  study  and  the  observations  of  teachers  show  that  as  a general  rule  those 
pupils  who  really  displayed  a determination  to  improve  their  rate  did  so  to  a 
notable  degree.  The  pupils  who  secured  the  slightest  Increases  vrere  largely 
those  who  failed  to  "warm  up"  to  tiie  experiment  and  who  were  lacking  in  the 
strong  determination  to  succeed.  Indifference  to  improvement  in  their  habits 
of  reading  on  the  part  of  individuals  may  bo  justly  expected  to  produce  indiff- 
erent results . The  observations  of  the  teachers  in  this  experiment  offer 
sufficient  corroboration  of  this  conclusion. 


n ■'■  i5"-  nj'-Tli 


T' ■ ■’  ‘ ■ 'O' V '"i^  -•■v;v"^  ' ' • .i  •■•' . • ‘ '•  • *<;•,«  ’•■■  ~ i- ^ V 

' *|!1'  ’.4  Uf.te'  <!*-  oi  tJ  v»:«  *»«»f  '*«#  a*  ^ '<»'«  1* » ' ■ J 

. V / ^^..4 itJf^  dJO.  'ftAi f itOAA;  bdM  <mU 


•.r  '*'  J ^ ’ ,\.  a.'  ^ ^ \ j t.  ..r  A.. katt-fA^Mun 


frjKii  |»c0riAf«jio  „ 


.'^.•^  .1'^  .'■‘'■jfi 
#1  ■ 


■„■? 


jg;'  'si  '.irfWsM  fc»*i  ! 

iirj, “.sSix.->'.«  .'  • .yf'  ,*  ■' . --  *'  ' ^. . “ Tfj 


r.Xd7f.l 

^ ■'  “ ' '■  V- ; ■'  '-^ ' 

*L-.^'T.S8  ^<pU*  «tl!’ft?  ®ilf  ; 

1 ^ ■ •-‘^'  ■ ...  -^  4,:  ^ 

,«ill  M ^<4*  •lii#  ; ; 


S'l’^  .Jlir v^i ■.>*^ifl^^‘S**i»  • .*  ..-V* '<%, • ".'.  .’  ^ ^ M ' * • ■■*■ 

;..  ' .:’i^  ■-!%■•.,  .-v 

*',  A’  " .fd.  . 1. %.^.ji.K  : 1a  is  isn^Stl^SBlL 


umj's^  4 ■ '.  *fT'  > -s.'  > ...‘  ^ ^ ^ M A f ^^ferAd^fY  . 


f ‘ ''  V*  • J--^  ■ ,'\.^.XV*  -'■'‘*|’|/^'  « ' ' ■'  • .'  ^■*-’  ^ 


' 4^'  . ■ ' ” . •*  “V  . *!•  '^’  '■  tf  ^ d • ^ .i 


5'5 


When  first  reading  Huoy*s  "Psychology  and  Pedagogy  of  Reading"  the 
writer  beoams  ontrinced  of  the  fundamental  importance  of  this  factor.  The 
writer’s  rate  in  reading  Huey  at  triat  time  was  about  35  pages  per  hour. 
Realising  that  it  was  unnecessarily  alow,  he  deterruined  to  bring  it  up  to  a 
higher  level,  and  before  finishing  Huey,  succeeded  in  reaching  a speed  of 
50  pages  per  hour  without  any  noticeable  impairment  of  comprehension.  It  is 
thought  that  the  incident  la  but  typical  of  an  Improvarsent  which  can  be 
effected  by  practically  every  reader  who  becomes  determined  to  bring  It  about. 
Wuoh  of  the  ordinary  reading  is  of  the  lacbsdaiscal,  dead-level,  plodding 
tyoe  broken  by  many  gaps  of  attention  and  much  unconscious  day-dreaming.  A 
sudden  determination  to  "speed  up"  effects  a change  in  the  whole  mental 
attitude;  it  shoots  the  attention  rapidly  over  the  subject  matter,  and  replaces 
listlessness  with  spirit  and  dyrwtmic  energy.  In  fact  the  statement  can 
probably  be  made— and  the  results  of  the  present  investigation  largely  bear  it 
out—  that  practically  every  reader  who  stroi^ly  wills  to  increaso  his  rate, 
can  actually  do  so — provided,  of  course,  he  employs  some  sjitable  means.  The 
oases  of  Huey,  of  a number  of  graduate  students,  of  Rordyce,  ©to.,  the  last 
of  whom  also  eaoloyed  supplementary  exercise,  are  so  a«ny  iastancos  in  point. 

While  the  powerful  influence  exerted  \r/  a strong  dotorralnatlon  in 
acceleratlr^  the  recuiing  rate  la  perhaps  rather  obvious,  the  writer  believes 
that  this  factor  has  not  been  sufficiently  stressed,  at  least  explicitly,  in 
most  of  the  literature  on  the  subject.  It  cannot  always  bo  presumed  to  bo 
present  In  the  pupils.  It  must  be  aroused  and  enlisted  In  the  enterprise. 
Otherwise,  the  undertaking  In  spite  of  endless  technique  and  elaborately 
worked-out  metho'is.  Is  f'M*edooned  to  failure. 

11.  ^e  Pressure  ’Df  A Time  Control. 

This  Is  a factor  which  the  present  investigation  found  to  be  of 


t'  ' u<^rxy.j^ y^l*. 

: >^"‘  k'irf  rr  Aio<r*:,t<ii.*sCj  i<.iJ'frvi>ti^  »*' 


■ '■  ‘ *•  s-  ’ '?  L'i‘  ' 


|3.  <■  ■---  V'  'i'-  *^'-  ' tA  1 * ^ 


j?  . . ^-  .■  .■  , ' 


• ■'  v ' ^ imp  5i^^-  “,51!^ 

•ttisScin  t»w  ,-«nU*»  J**t«'<t*  *4*  '■*»♦».  i/Wipn  «*•»<<•  fK l^mtUtf  ;; 

> • '■:»»  • ,v;  . ■ ' •■  •■  '.  '^>  '^  .’  .31 


^ ;V'  4:., 


V - 


i 


*>  ««v«<  sI^sw/WWaaiffeiMiJ  %»^*4:^«t  vU 


«fl 


v'y.  .■'f'  * , ' ■ ....  " Vf'  ^ 


T (p  ?;  ■"*  *^  ■ ' '^~  > «»  ' I n 

rt)  t^*.itw".i<aTfc^.iit*  Cwitrw  efiilf  ■ .\ 

"%;■  v^Upypl9oe»f^£ 

’ ( » ■ ' - - ^^V.  I 


=j 


• * ^ • 


» I 


^|4a«V'4r|^ 


'*‘  i '■•  v*1  4V:^"  '<''.•  ',  .,^^lli»!^/S«^^*^'»  at  .El-s'fe:- .**o-W^ 

v’-e^  ""*■"' '/L’  r,  ■'  ■'■‘^l, 


■«' 


■i£2:.L&;«j#5.  i 3i  lasai^^  -fl*  ■■  ,;(lfc*.' ■ ii 

a .T>v 


, - ■ f.  - ' • . 


- e 


56 


value  in  stimulating  and  nsaintaining  a high  rate  of  speed,  ^^han  the  pupil 
realises  that  there  is  no  check  upon  his  performance,  no  means  of  determining 
his  rate,  there  is  the  tendency  tar  day-dreaming  and  unconscious  wanderings 
of  the  attention  to  occur.  Not  that  these  disturbing  elements  are  wilfully 
invited,  but  the  mental  attitxide  is  such  as  to  offer  no  strong  barrier  to 
their  entrance.  The  conscimienesa  that  a clock  or  watch  is  accurately  measuring 
the  pupil’s  rate  of  reading  induces  a mental  "set”  , which  focuses  the  attention 
directly  upon  the  task  at  hand,  and  which  is  inccMnpatible  both  with  lackadaisical 
poring  and  leisurely  dawdling. 

In  other  words  ^he  pressiiro  of  a time  check  serves  to  ”k©i'’  up" 
the  mind  to  a superior  level  of  attention,  'sdiich  enables  it  to  devote  its  Thole 
conscious  energy  to  the  gathering  of  the  thought  from  the  printed  page  and 
saves  it  from  the  necessity  of  struggling  against  irrelevant  ideas  which  tend 
to  draw  the  attention  away  from  the  context.  This  is  a device  which,  as  will 
be  pointed  out  later,  is  applicable  to  the  t>iree  types  of  training  which  have 
been  devised  to  accelerate  the  reading  rate.  An  ordinary  clock  will  suffice, 
tho  a stop-wntoh  Is  nor©  convenient.  In  any  typo  of  training  where  speed  Is 
on©  of  the  <?ualities  aimed  at,  it  would  seem  that  this  factor  cannot  well  bo 
omitted. 

12.  Individual  Granh. 

effective  presentation  of  the  story  told  by  the  clock  in 
measuring  the  pupil's  speed  made  be  secured  by  drawing  the  result  on  a chart. 

The  single  lino  ascending  or  descending  tells  the  pupil  the  story  of  his  success 
or  failure.  It  Is  simple,  laprosslve,  and  ooraprehended  at  a glance.  There  is 
no  need  for  t^e  comparing  of  arlthwetloal  figures.  Tho  direction  or  slant  of 
the  line  tells  the  whole  story.  The  ascent  of  the  line  becoraas  a source  of  joy; 
its  decline  a source  of  grief.  Tho  latter  tells  moreover  in  a convincing  nannor 


•iTflV'k  ' • ;f,  ',  " 


1 

C 


U 


■ 'y.  ' yt^'  n ■ ' 

■Eora  »■*'  ■ 'i>  ^ 


>a;  ^ \ V - r'mr^^  ' 

I'p: M,.  - i 


^w. 


§/»'•'■  jjULlP'v  Xji/,  ■ r ^'■^,^^i^^«£^•;  t*J  ;•»  ■ “ ,i  %.' . ..,■•>  »2-‘  ’ ‘'-*J^--^-'-^  - . .•  ■■ ; • -*-'4  ^ ' '■''';’ 


^ -«*54^  HU  %hi 


St.  V ^ tt  ■ ■ .-  ■ /I  ....-■  *1  _ ' Jfu  '. 


if>fe 


K^._ 


M 


t h' 


>,:,,, ,/fc  ,«■  ■/'  s^;  ' ■-<•.  s*  Ae  J ''S:  '•'■  ■ ; t; 

■ ^|<?.' .a^, ■*»■«. •«. *r*  •* 


WifiSR 

•■■■^' - >wv‘"  ’ ■;■■  :;■  ■ :'  \’  . >«  y\t..3a^ 

■^F*  ' .—1  ■'  • / ii  I .i  *. . . •■  '.-.  Li-i“i.  v’.  ,'.':t.'\  , i/»  _ . _ ,v 


M >i--^  ■■'  .':■  :V?T  ^ 

'i  ,v  25  »ffl  .:•  :•  j'.ftmi  »■■»•’'!<  ■*’'  **'  ■■.■■••^>S'^'-.^  3^  Xf-  ■■  > 

*»c-  .'oAfK-  • 

, ,,  • . , ..  V . *'>Jl»  ^ A . tUi  •'■  .‘tj,  J.  ij,  ■'tVy  '.  ,!;,  ’■>  ,;■  '.  » •■•J  . .' 

, .•  *.  . l y.  ' ' ifcV  ' ..  •-  . .■  ;‘r 

; «ii 

• ' 3 I jn  Vi  i I * : »^  ' lA  • "ik.A 


•*^ 


■vr^Afe* 


A . -‘A: 


. v-S 


; ■> 


■'I . 


>\  'll 


57 


ih®  necessity  for  greater  effort  on  the  next  occasion#  The  zest  of  a game, 
the  spirit  of  a combat  is  aroused.  The  pupil  beccxries  determined  to  "make 
that  line  go  up.”  As  will  be  indicated  later  on,  in  the  exposition  of  the 
effectiveness  of  the  various  devices  employed  In  the  present  investigation, 
the  Individual  graph  saids  one  of  the  strongest  appeals  to  the  pupils  and 
proved  one  of  the  most  effective  instruments  in  stimulating  their  speed  In 
readily. 

IZ-  Tne  Class  Chart . 

T’lls  served  as  a supplement  to  the  individual  graph.  It  consisted 
essentially  in  portraying  the  average  or  median  of  the  class.  Besides  this 
the  highest  and  lowest  individual  record  for  each  day  was  traced  on  each 
chart.  This  showed  the  amount  of  variation  and  the  room  for  possible  improve- 
ment open  for  many  meirbors  of  the  class.  It  liad  a stimulating  effect  upon  the 
slowest  menbers  of  tho  class  causing  each  one  of  them  to  strive  not  to  be  the 
last,  which  meant  representation  at  the  bottom  of  the  class  chart  for  that 
day.  A similar  effect  was  produced  upon  the  faster  ones,  causing  each  one  of 
them  to  strive  for  the  honor  of  achieving  the  best  record  with  the  consequent 
representation  at  the  top  of  the  chart  for  that  day. 

The  class  chart  did  not  admit  however  of  the  possibilities  of 
the  extensive  comparison  between  Individual  members  of  the  class  which  were 
afforded  by  the  Individual  graph.  The  consequence  was  that  it  did  not  secure 
the  rather  Intense  motivation  effected  by  the  latter.  It  enabled  comparisons 
to  be  made  however  between  the  different  classes  in  the  schools.  The 
character  of  the  motive  which  It  engendered  differed  from  that  pranpted  by  the 
Individual  graph.  It  fostered  Interest  and  loyalty  to  tho  class  as  a whole. 

It  created  the  desire  to  see  the  class  as  a whole  excell,  instead  of  centuring 
the  attention  solely  upon  the  individual's  own  perfor?fvance.  It  was  a tjnoe  of 


V 


; ■ \ > 


*1  ‘■'-c  .'.  r 

,j  - co?:;rv?^ecr;v- 


i'iit7  ; |i*i<  ■i'x 


; X,-}  :.V.-:,*t  /5»  ;w:'.  «i* 


* ' ^ . vfr‘ ° 


V. 

'.V  , ■ ' .- 


; -..-A 


-,n  .-^r 


I. 


* - •'i  • •'*»)  i.rt-'^ '7_  r"  t •t'/f  !■/’  -.. 

■!!'-“•  ' ' i--  '-■*  J>-»o£  ifv4;’,/rf  f:'.» 

; j ^ 'O.  •-  75?l  :^-  i 

iis*  . ;>■  ><•  10  ..r,  to*'  ' 

\3-^  : - 


u.. 

»•' 

t -■-■  ' 


0/K'  f-i>-' 

v^  ,rf 


^‘-  r •■-^i  ■ ■'  /V, ..  ■ 

*"  al^  uv  n«TT^  •^.Uf'Yie  *■■  /*.■!.*»-•  4 . 

' ' " :''■■?'■  '■  , \ S'"; 

/♦;.M  fcV' ^’1  •;©  ;3^or^  i^"»Ja-tf*  (^V''' 


I t 


>,• 


wA5 


' ;.  'Vj»* 


% I t’  ‘ 


■*  i* 


\.'f'  'lO^  ■•*."  <'j'3  .C-''..  T 

• '-  .■’  '»?  ■:  7c£’  t'l>  ji T S*.4j*f fl»  ■ 

:rVri  ' •■”?"-  i-v£- . 1^  • ^di-'- 

U : ..A' W<i.  *'  ■ •• 

flpii  *-  .^vijf>«  -■  ^ ■' 

,...-..-:o*  :.-j  li-; 

’ - >■/"  ■’  ^ \ >■ 

-•' 6"i  *-  vj.1  *' '^  <^oi/V:  o'vxti**’  ( lo 
/.  ■'’.V  ..,  ■>■  ^ 

’■  -^  . v"v^'  y^'.vw- 

."  ■■  '■  .o,:?#’  ? *'‘'  f**-'"  '■'  *'■'■*•"'  ' ■ •*^*^'*^ 

-r  *««i  ,r  , . ;•;  ■ •■r-  '•  > o<-rr^  %tiSf  ^^f-'  .““ 


• ^ . ♦ 


r3 


58 


motivation  worth  developing.  It  served  furthermore  to  hold  the  interest  of 
the  class  as  a unit  in  the  progress  of  tiie  experiment. 

To  secure  the  best  effect  the  class  chart  should  be  large  ajid  should 
be  placod  conspiouotisly  in  the  class  roan  vhere  pupils  can  easily  see  it.  They 
should  also  be  eaco\a*ag®d  to  look  at  the  chart  of  tlie  other  grade  or  grades, 
and  see  where  their  class  stands  in  comparison  vltb  the  others.  In  Uiis 
study  most  of  the  class  charts  were  kept  by  the  teacher,  who  computed  the 
class  average  of  a^diaa.  3ho  also  ascertained  the  highest  a-id  lowest  individual 
rates  each  day  and  recorded  them  on  the  class  chart.  In  the  upper  grades 
the  keeping  of  the  class  chart  may  be  assigned  to  one  of  the  more  capable 
pupils  If  the  teacher  so  desires.  It  entails  but  a minimum  of  labor  mvi 
exercises  a stimulating  influence  In  pr<Mioting  a ooaimandable  esprit  de  corps 
which  In  turn  helps  to  maintain  the  contl»ied  Interest  of  the  class  as  a unit 
in  the  progress  of  the  experiment.  It  is  one  of  those  factors  which  strengthen 
directly  the  morale  of  the  group  as  a whole  a»i  axeroise  a reflex  reinforcing 
influence  upon  the  individual  attitude  as  well. 

14.  .Seural  Heaction  Tiiae. 

The  perceptual  span,  the  fixation-pause,  the  Interflxatlon  moverrsent, 
the  return  sweep,  etc.,  have  all  a largo  physiological  core.  The  reaction 
time  of  the  neural  factorr  functioning  in  the  reading  complex  Is  doubtless  one 
of  the  elements  conditioning  the  speed  of  reading.  The  senaery  data  ;<iust  be 
transmitted  over  the  afferent  optic  nerves  to  the  visual  and  thoun;ht  centers 
In  the  brain;  the  oonplox  response  transmitted  over  the  errerant  neural  paths 
involves  as  a rule  not  only  the  motor  aspects  of  perception  but  usually  those 
of  vocalisation  as  well.  This  Is  evidoncod  by  the  usual  presence  of  Inter 
speech  in  silent  reading.  it  is  true  that  the  interfixation  lEovemonts 

and  the  return  sweeps  consune  but  a s;aall  percentage  of  the  total  reading 


' ••  ’V 


A/i’?  y 1 


V<.  <■  4'04''.-‘ 


^ -.v  j: 


^ ’ ' i; 

^ *v,,-.  ,-.  '■■  Vi v.;p| 


z.a%  5/lt 


• ^ 4 n<un  (irfliJ  .'  \^f  'vjjr 

lS9u  .'  -I.'issfi  ^ . * ■ «*.'■<'■:■ 


r?: 

1 ■.  ;i  ■ 

. , ■ • • ■». 

' '••  ,j  r*  . . • 

. CV,  .../.‘  , A . . - 

•/ff.jtA’  •>  ji>,.  y ' 

•'/,  fv- 

TiT;/^  L 1 

V ■■'*'•.  ,' '.  ' . ‘"  ^. ' ' '•  * ; ' ■ 

. ■'  ■' 

’ !i 

*. . y i.v 

.,  sf  •.* ’(A? ''■  ■-•  ’ ’ 

; rdbiCd  TK>‘ 

Si  ;ll  '^  r*'.  A 

3k,'i  • •*'’•■*  . ‘^  ’ 

^ W . i.  ‘ , '41^  ••  yiy  ) ■’’  '•'■  , 

. ' ’ * 1 

■%‘v,  , ' ' ’■  • 

r 

j,  ■ ■<'’■*  '•' 

^ ■.  ,''v’’yVy>^ 

» 

. v'  * ;■'■  . 

“iai.  --  ■•.  *7 

r *,•''■  ' ' 

tJ  ' .y,- 

V 

■s,  . ' 

.'■.I  “r.iJ  *v 

iSi'.A*  • 

» 

’^;  . r*^  "■^T- 

♦»V? 

5^jar  Wb.5d* 


• • ' '■  i'  ^ ^ T Jt  f 


i' 


‘ V 


•ii  . vr^.,  -'t  I*, 

«»Js  ■■ 

■ ,.,  - A ' ,♦ 

t V ^ y-  *•  J - r ' > »,; '»n  ^ 


4-V,.  .:  . S'  ‘ '•  *■•■•  -■'  •■  ' '*■” 

* . • < 1 


.!  . 'I  'y  • 


. ■.  .y.-_l-‘-  l.'/Ui 

> 4 - i i i *'  ■<  ' » 


■•  y .-Ui! 


T *-  . 


-AJ 


59 


tisoo,  it  is  probable  that  the  nsural  factor  infl’iences  the  d>jration  of  the 
fixation-pauses  as  well  as  the  subsequent  mo'ire’nont . 

Here,  however,  as  in  the  case  of  the  central  factor,  it  is  doubtless 
true  that  the  speed  of  the  reading  habits  of  most  individuals  is  veil  within 
the  upper  limit  of  their  neural  reaction  time.  Huey  reports  the  visual  react- 
ion time  to  bo  20S • 30(r\, k, D , 20.7<C»  while  Dodge  quotas  averages  ranging  from 
151.Q^«^,ifi.V . 9«9<)‘ 1*0  131. GOff'.  These  appear  to  bo  shorter  than  the  average 
duration  of  a fixation-pause  in  reading.  After  a study  of  the  comparative 
length  of  the  fixtition- pause  and  the  visual  reaction  time,  Schmidt  concltides: 

**  It  is  not  probable  that  the  average  of  the  pauses  in  a given  selection  would 
be  shorter  in  duration  than  the  reaction  time  of  the  e^/es.” 

Fartheriiaore,  Schmidt,  whoso  technique  was  well  adapted  to  secure 
acctirste  measurement,  reports  that  the  rate  of  the  interfixation  movements 
and  of  **the  return  sweep  is  not  absolutely  constant  In  the  case  of  any  one 
individual,  variations  from  time  to  time  being  by  no  means  uncommon.'*  Here 
again  there  is  an  upper  physiological  limit  to  speed  of  reading,  but  the  rate 
of  an  individual’s  ordinary  reading  seldom  approaches  within  even  striking 
distance  of  this  maximal  neural  limit  fixed  by  the  rats  of  the  ocular  neural 
conductivity.  iTliether  this  neural  reaction  time  Is  itself  subject  to  Improve- 
ment tliru  training  is  an  interesting  question  upon  which  the  present  study 
seeks  to  throw  some  light. 

13.  Ths  Visual  Type  of  Imagery. 

In  the  literature  of  the  psychology  of  reading  there  are  found 
some  writers  who  think  that  the  speed  of  reading  Is  largely  determined  by  the 
subject’s  dominant  type  of  imagery.  Quants  (26)  interprets  the  results  of 
some  of  his  exoerlments  to  Indicate  the  superior  rapidity  of  readers  employing 
the  visual  type  of  imageiY  over  those  using  the  auditory  type.  Ouante  further 


...  1. 


.*  •'  Tii 


. D 


'«•  ■ 


■'  "■  't. 


‘ , , • , ...H'iT! ».♦»•!% 


•5? 


' % '.  ^1 


, f .-  vn  ■■■«'• 

' ■■■■ 


-i/3 


y* 


' U'^  ■ ; 'JJ  »'. 

'■'  -■  ‘Vr  . 

s^m 

,T)(}w  . *"■  ’/  . 

"■  , S J "'X 

vTr .''  { : '-■■ 

. «t.  ■■  - , i '. 

• ' * •.-  ■ : J i-  • 

n: 

7 a^iif  * >t» 

'.  . » * ;*S  , f)'  * *»  .v*"r  ' .V 

1 * 'V  tv'.'  : »■ 

o'.-'.v.-;  -i/'.  i 

* \x* 

*'  ■'  ty  ■■ 

’*  ' ■ >"  *■  ' " '-■ 

V 1 


--J-'-  r- "S'''  ’ J '^■ 


1 . • 

<•  ^ 

' ; ' . 4 i ^ ^ 

•j'jcfi  • ^ , ,f .r'SMDi^'ryr  . 

*■■.  yn '' 

j'.:  'f 

Jtl  rm’-f’'  '“'j* 

'.i'  •;  ' « 

• ' , » 

..  .,<  ■ ;■ 

<■  '.  , '’'-N 

■'  ^ 1 

- ■ ■ 

ff;;;  . i ;,  :j 

■?*»  ■ ■ 

, .,,  ,W'  lil 

r 

♦ ,s»  ' * X *\ 

' ■ . ».  * 

,.  '■:•<?■  - ■'■  y-*'- 

»'-  T t V> 

.’‘.p-  • 

.>  i V r.  * . 

’ '■';«■ 

' r-, 

“;..  - ^.♦^ 

i "'■■  " ‘ * i i ’ ■ ’ . 

-;.i..,,j 

V 

*f'.'V';<  ' 

'rr'  y . 

"Id^' 

*^"1  I "■-?  ' ^ '“■  kSli'* 

i 

* . r • ' * 

■* 

■ /, 

i 

^ , 

*»*r  ■ 


• » ,■■  .'i*.^-  .tr«  r’ .'v*'  'at*  ' 


^ •"■'a  • ‘ '■*’'  • '• 

' ’ ;■  *•>'  * *?i  ■Tj,/'^'-7>'  '“■  ' 

'IS.'*  4.  ..'^•  - V 


•,  ,1  rffS/ ti  ''•' 

* L.” 


60 


oonol'idea  that  "the  motor  tendency  in  any  daj^rae  has  an  influence  detrimental 
to  the  rapidity  of  reading,  and  the  stronger  the  tendency,  the  greater  the 
hindrance."  Sohaidt  states  quite  definitely  that  the  speed  of  reading  is 
conditioned  hy  the  dominant  mode  of  imaging.  The  visual  type  constitutes  the 
rapid  readers,  the  motor  type  the  s longest,  while  the  "auditory  type  ranges 
between  the  taro."  As  the  whole  question  of  Imagery  in  reading  is  closely  tied 
up  with  the  problem  of  speed  In  reading,  a jnore  detailed  cotis  id  oration  of  the 
Influence  of  the  various  types  of  liiagery  upon  the  reading  rate,  and  an  exam- 
ination of  the  evidence  on  this  point  will  fini  its  logical  place  in  Chapter 
VI-  Training  In  Perception. 

V'.lsce  ligneous , 

Besides  the  factors  just  eiiuinerated  there  are  others  whose  influence 
upon  the  rats  of  reading  has  engaged  the  attention  of  various  investigators. 
Beer,  Messmer  (45)  and  Dearborn  Investigated  the  influence  of  the  length  of 
words  upon  the  rate.  Both  Beer  and  Vassjner  foi.utid  that  a passage  In  which 
monosyllabic  words  predominated  required  more  time.  This  was  ascribed  to  t?ie 
relatively  greater  number  of  ideas  contained  therein.  Dearborn  however 
maintains:  "It  is  not  the  short  words  as  such,  but  the  words  \vhich  cannot  be 
easily  be  grouped  with  others  which  necessitate  separate  fixation." 

The  Investigation  conducted  by  Kuey  to  deteriaino  the  effect  upon 
the  rate  of  changes  in  the  siae  of  the  type,  shows  t^iat  the  unit  of  recognition 
of  reading  la  but  very  slightly  effected  by  clianges  in  the  sensory  content, 
e.g.,  changes  in  the  size  of  the  type  do  not  cause  proportionate  changes  in 
the  number  and  length  of  the  pauses.  Consequently  the  rate  of  reading  is  but 
very  slightly  effected.  These  last  mentioned  investigations  and  others 
Involving  relative  ligibility  of  letters,  etc.  have  not,  in  the  judgirient  of  the 
writer,  disclosed  factors  of  any  appreciable  influe:ice  upon  the  rata  which 


: ' ’ i -m^ . 


T X«<«  .,#to»,<^»X».!»,«l»ris»» 

^ «ii  n-nJ-.»lsi  *i>  .%»*%,«-  ««,*(»,,»<»•»»  u,t»i^»»^*4 

Fr“  . ,:^j,v..  , ■ v'  'T  ,i  *.  E?' 


^ , ..  ^ . . ^ -•—  ' ' ^ »A.  ^ - I ■ ■li^if  ^ 


ol!#rt4XTW  sy^^-rA  -id  ,T 

■'  - ' ',iy  jr-  ’ 

• t.t  w«Jt3  X»»I*«f  .^i  ^ 


v%»  *i-. 


*'  ^r,„«  iil 


I'V 


'»»  B6Xtt2f^lif  ’eMf  lwa»*Re.  *«{  -d 


® ' '‘.-(iijiliAJ  (5i«»a!.T  *■;>»«#  ’amipjk' ■WWB^#^  iW»*:»«E  iM«f  >|*W;  ' 

«*  6J  ysii'r^W  1^/;'  ' .'«<W,  »-**t  B^lXogBlt  «»>»>ii-->o6r«| 

■<  Ik  ® ■*««Z,||!^.«^faBW-'^  •'»<to^  -wz**^'  s;J«»tzjU's^ 

” ■ ■*'\^^'  *•'  *’**'^ 

;'^’^  ..itA.i.v'-,  tr.t«*xjYicw  xi-rf  »x  tU_^v?<5  .'■ ; 


f . V • • » • • <■  • , V5"  ^ ^ 

Wr  ,(  .v»...,u  >«f-<>i»  W-'  ■ 

■ il  ’‘*»»  il>>  .'t  ..  ...  ^ :_^JL  — » mJf^Z 


• i/'i  ' Wii  1c  t^^inul 

,-  .'UJ»  oJflt  '/U  '■‘'^*5*  WpX**l‘iV-''^i-^r5; 

' ■-  ' ..r*iki 


’ut 


could  be  incorporated  into  types  of  training  to  increase  the  speed  in  silent 
reading.  It  is  thought  that  every  factor  which  experimental  investigation  or 
strong  ^ priori  reasons  have  indicated  to  be  of  consequence  in  conditioning  the 
rate  of  reading  has  been  enumerated  above.  The  attempt  has  been  made  to  blend 
the  factors  into  various  methods  of  training  to  accelerate  the  rate  in  silent 
reading.  Three  distinct  methods  have  been  formulated.  Tliey  possess  many 
factors  in  common.  They  differ  from  one  another  chiefly  because  each  method 
is  based  upon  a distinct  principle  of  training.  Oatside  of  this  difference 
in  the  basic  principles,  the  remainder  of  the  technique  is  common  to  ell  the 
types. 

By  applying  these  methods  of  training  to  hundreds  of  pupils  in 
various  grades  of  the  elementary  schools,  three  to  eight  inclusive,  evidence 
of  an  empirical  nature  will  be  secured  to  ascertain  how  speed  can  be  developed 
and  to  determine  some  of  the  factors  conditioning  its  development.  The  applica- 
tion of  these  types  of  training  to  pupils  in  the  school  room  serves  therefore 
as  an  actual  test  of  the  efficacy  of  the  above  mentioned  factors  and  renders 
possible  the  valuation  of  their  effectiveness.  The  formulation  of  the  three 
types  of  training  which  have  been  developed  will  accordingly  be  presented  in 
the  f ollcving  chapters  . 


--  Hf-;’ 


T 


m 


\ - 


. i 


'*  ' ^aJo'  '.Va 


i ' ■' 


' ■ .p 


■.  ’ '“iVl 


+,  • >1  ;•  f'.  ’ , ■ 

Tc - '*y  ’ * 4^^-' '“  * ^ 


^ *Aori  ttoor. 


V ‘\  i.'  "•!  . 

'.  4 -*.  • i : f ;•.'■<•.  '''''■ 


» ' ; ( 


• « f.;  * Jl" 


■ ft . , 


7ii  Oo*ti*v 

I . 


'’■  -!■ 

Q*i’ 

^'-t..;i  i £ 

CV^''  ij;:- ' '■E.'*  ' 

'• 

i:  ! il'<'i<-f^  ^*"51 

■r-  ^. 

■ ,t  v.  ' 0 t '-O 

•!f?  ^ j^sc-r 


,<^*  ■ YnA"  '?>v“"c?  vt''*-' 

' *TT-i '•  Jj  ‘: 


.,.'v  •/"  M -.r  ! ,._  ‘ ^..r 


•'  •■  ■ ; i , ••  '’.  1 


n , ; "I. 


' k tm  \ (y.  # « I (v^r,  ^ 

f Si  ! < f.'.  • • 1.^  . ■ . 4 ■ 


■' r- ! r 'j  ? ■}  '*■'^. 


-/V  ,y  :'  , 


Hr 


.,■  -u  ■ ■’  , 

, ..  ^ rr.,  • '.-. . H .oJ  I 


f *V  t • J,  . ■ . '.  * 

’*  -V,”'  ' 

.•  *•■’■-.  ■’■•ft’ 

l4£''C’"v  ■•§ii'»''‘ 


f:  •;  !J' 


'■.OV'V/-''  '^. 


t 

■ r-o'i  5v  . "'  " ' 

, ■ r.^„  •■  J 4,  , . ■.  '-'  ^1*  r ■■■  • ‘.r. 


...;.  ®k-.- 

xdV  ■ '•  ■"’■  ' 


if . . .',  ^ ’ ,^‘a; 


,v?  “'-tir 

"'■I  ■'  X ■ ’'  > '"1.  /•3,'-> 

* . V 

~ tf-JV  ; ' ■ ' ‘‘  cr^'^ 


'■^t 


■f. 


TT.  . ,,  ■ . y, 


I 


*.  , I 


' * » T *^  . ' 5 » V 


% ! iH'j'  ♦•''■'•< 


",  -I'f 


.♦  ^ ■ ■>' 

..  V ■,  ';"(  .■ 


i 


fJ 


V ’ 

> , 
^ • » 


I ' A . lh  M 


■4 


62 


CHAT^Sa  XV . 

TYP?:  I.  THAI 51 SG  15  RAPID  SILS^fT  R3ADI5G. 

On  the  general  principle  of  psychology  that  one  loarna  to<?o 
a thing  by  act’»ally  doing  it,  it  would  seen  logical  to  assuiae  that  on© 
could  learn  to  read  rapidly  by  practice  in  rapid  reading.  In  contrast 
with  methods  which  analyze  the  reading  complex  into  its  main  processes, 
and  then  devise  types  of  training  adapted  to  improve  each  of  these  specific 
processes  ae^»rately,  this  may  be  said  to  be  the  direct  synthetic  mode  of 
attack—  training  in  the  whole  organized  process  of  reading  itself.  This 
would  seem  to  be  the  simplest  and,  at  the  same  tia»,  the  most  indispensable 
type  of  training. 

In  the  case  of  the  specialized  type  of  training  adapted  to 
secure  the  improvement  of  a single  specific  process,  such  as  visual  span, 
eye-movements,  etc.  in  the  reading  ecsaplex,  there  is  alleys  the  possibility 
that  the  improvement  effected  under  controlled  circumstances  may  not  be 
carried  over  into  the  actual  reading  situation,  where  the  circumstances 
affecting  the  functioning  of  a single  isolated  process  can  no  longer  be 
controlled.  This  may  be  due,  among  other  causes,  to  the  change  in  the 
reading  situation  which  produces  a corresponding  modification  in  the  response 
or  It  m&y  be  due  to  the  alnwltaneous  functioning  of  other  processes  in  the 
complex  which  tend  more  or  less  inhibit  or  otherwise  to  affect  the  mode  of 
operation  of  the  specific  factor  sub.lected  to  the  specialized  training. 

Thus,  for  example,  training  to  increase  the  perceptual  span  by  moans  of 
taohistosoopic  exposures  of  single  disconnected  phrases,  may  actually- - 
at  least  in  the  case  of  children--  succeed  in  enlarging  the  visual  span 
for  such  a type  of  reading.  But  whether  the  visual  span  enlarged  for  that 


f 


■;  - vo. 


. ■■'  I' 


fC  ■'•  ' 


AWJ 


£«• 


' •V ; •'  -i 


,-f  ^ 


-.V'  ^ r ' . , ,<  . " 


T... » 


.•,t.  ;i  i ■ 'J.  -J  ••  .M  *r  ■•  ••  • . : 

- ,^?rt  / V •, .?  ’liT  ••'•-.  .-T  • ■ •»'-•  r *■•'•■♦• ' •.  r V ' 


[•4f'  .' 


I I 


t-  ' .<i  , '■  1 

ni' ''  ' '•  ■ "'  '>  ^ f ''*•  -•  "i- ' '•'  '■ 


4'|^  • ,-i  ^ ‘V  r'i-’  -51  ■ » is:l'.<‘;w» 


^ :’-,'*ivM  - •':«»  ''.‘  ■ .fcf  !»•'  --"•  ' -« 

...  , y>>  ' V.fr, 


. A '.4. 

• ■ ' V... 


Sisf 


sa^'-^ijr 

iiiWi 


Hkv .. 


r ' •'  :^-'  i ' ' <i'-  ' 

o Mi  «;  ' • 


'f-' 


• . i 


'..'■  : A,^--'V  ■ ■ . 

.•' V; . i;liS  ■'  '^i<§i^tk  jgi : "■•''t » 


V A 


♦ "Mi' 

. ■i^ 


' ..V  ^ *v> » ^.r, ! nrv  yn'.^'  ' i Wtf*  '.c* 


•V-j  ^ ■ 


3 


► * . 

•!> 


• ; 3.  ’ ■ -%"j^.'|ii;''‘ 

..  ,■;  * f Ar  4«f ' I f ■ t:  ■ * •*.  *..  -■  # 


’ ‘ ..."  ■ ■■■■  t ^ 


■■'  ■'  ' -■'■r'  . 'rj.  ,0.  ■ ' - 

.. ..,  >*•■.■  ; 


uf 


•^r::  -k'  ■."s?;'’'''  -*f '>'‘i'»"‘  r.^r7^  ^ rfv*.f 


if*. 


Piv  ■'  '''^.i\y >c‘»i'!'.-'i ;li'c>'M ’^‘.  4^1 


TJ'^.  * 


. ' P .1 


.i 


t , 

'.'  \^-- 


. s w 


63 


speeiflo  type  of  perception  Kroiild  carry  over  into  a difforont  situation, 
such  as  obtains  in  the  reading  of  a selection  of  oontlmioua  closely  related 
subject-natter^  is  uncertain. 

For  in  the  latter  case,  the  situation  differs  considerably  from 
the  formar.  The  subject-naatter  Is  no  longer  divided  into  phrases  adapted 
for  perception  in  a single  fixation,  but  has  all  the  words  closely  following 
one  another  in  the  printed  line.  There  is  furtherraore,  a central  thread 
of  thought  running  thru  the  various  phrases  and  sentences  of  the  context, 
which  furnishes  meaning  premonitions  of  the  ccMaiag  words  sjid  phrases,  thus 
enabling  them  to  be  grasped  in  much  less  than  the  normal  perception  time. 
Their  meanings  are  more  or  less  anticipated  and  peripheral  vision  seems 
sufficient  to  confirm  the  correctness  of  the  conjecture,  without  requiring 
direct  fixation  In  the  fov^l  area.  The  well-nigh  complete  absence  of  these 
meaning  premonitions  in  the  reading  of  discrete  words,  phrases,  etc.  exposed 
serially  by  means  of  the  taohistoscope,  shows  how  radically  one  reading 
situation  a»y  differ  from  another.  It  illustrates,  moreover,  the  difference 
both  in  the  factors  which  are  called  into  play,  as  well  as  in  their  mode  of 
functioning  In  the  Interpretation  of  the  printed  symbols,  according  as  the 
reading  situation  varies. 

Considerations  such  as  the  above  serve  to  emphasize  the  value 
of  the  direct  method  of  attacking  the  problem  of  accelerating  the  rate  in 
silent  reading.  They  show  the  need  of  training  in  various  reading  situa- 
tions by  supplying  different  types  of  material  and  presenting  different 
alms  or  purposes  for  which  the  reading  la  to  be  done.  They  Indicate 
likewise  the  necessity  of  employing  certain  precautionary  devices  to  effect 
the  transfer  of  the  improvement  in  the  functioning  of  a single  specific 
process  in  the  reading  complex  which  was  secured  under  controlled  conditions. 


n 


"I 


„ '■  ■,  •'.  .'.■■■■•■  ■ ■•■'-■;  ■.,•■■■,  .NT  - 

.ft;"  ■ 


T 

•; 


!? 


.,;  ,•  .,.!•  •;  '"  ';  ■ ■'.»)  ••  •■  ■ ' ; 


- vC.'  "o'5 

■'  '•■rft'»0’>  tv’;*  ;*SI 


A 


■ {*'■■' 

• ’v^ 


ry.'x 

V'  , 

:■  , ^*'-  1' 
?v  f>'  ■ ' 

, '( ■■  Vl.r- 

^ ®wM5»-i  J J 

>'-i  T•^■:yr,^ 

,r'  ■ 

f ■'.  <» 

■V:,.  ■' 

'it,,..' 

■ ” ' • . ; j'  ■ ■'  ■ . '"'  ■'  I ' '-'  ,;'v  ■ '^ .,.’ ' ''  .''  . ,f  ■ ’ ' • .‘'•"'5  *<''. 


ti'J'V'fj'*.'' 


. t- 


■Vy 


r.a-.iir  ?»n’  'll] tf  M', 


iti 


. _..i3»l»i 


I 


’tel 


I* 


••.*<.*  'h!  »V  l>^S*i’-§t'hi^Kf}!^''jl’. 

k!,.' 


,#.;.9-ey.-'  "|r; 

■•  '.AT; ,'  •Vi#,#  '4 *'’ 

■ ■ ‘ * ‘ ■ .■  '“'  ■ <^^  I ' ' ""t-  ' ' ' 

M*  ttlfriiyi^r  ^ .V  ,'  '.'  *■“*  ■*■•■ 


( ./ 


64 


ovor  into  th®  ordinary  typo  of  reading.  In  the  proaent  investigation  tho 
speolalizod  typos  of  training  have,  in  every  case,  been  aupplopjonted  with 
practice  in  actual  rapid  reading  in  order  that  tho  iaaproveuaent  effected 
in  a single  factor  may  be  rendered  more  likely  to  persist  in  ordinary 
reading. 

The  general  question  of  tho  transfer  of  specialised  training 
over  into  totally  distinct  and  different  jsvsntal  operations  Is  not  raised  hero. 
All  the  specific  processes  that  have  been  singled  out  for  training  in  the 
present  Investigation  have  not  only  a close  kinship  but  mar^  elements  Iden- 
tical  with  the  ordinary  reading  compleat.  The  means  of  effecting  a persistence 
of  the  Improved  functioning  of  a single  process  becomes  largely  a n»tter  of 
adapting  the  supplementary  reading  situation  so  as  to  evoke  the  desired  type 
of  functioning  of  the  factor  subjected  to  the  previous  specialised  training, 
^is  will  be  exemplified  in  the  subsequent  exposition  of  the  specialized 
types  of  training  Ho.  II  and  III.  These  considerations  are  niantloned  here 
to  differentiate  clearly  tho  typos  of  training  developed  in  this  study,  and 
to  point  out  the  characteristic  of  this  first  type  of  training,  namely, 
its  direct  synthetic  rnode  of  attack. 

The  present  habits  of  reading  are  largely  the  result  of 
indifferent  practices.  Up  until  the  last  few  /ears  there  has  been  little 
or  no  recognition  of  the  val^le  of  spaed  in  reading  and  consequently  but 
little  or  no  systematic  attempt  to  acquire  It.  The  schools  stress  upon 
oral  exhibition  has  excluded  such  an  attempt.  The  first  step  in  tho  develop- 
ment of  habits  of  speed  is  the  breaking  up  of  the  present  slow,  plodding 
habits  of  reading.  Habit,  as  James  has  pointed  out  in  his  classic  treatcaent 
of  this  subject,  la  best  overcane  by  a contrary  habit.  So  in  reading,  slow, 
dawdling  habits  are  best  destroyed  by  practice  in  the  opposite  type  of 


Ir 


'-*  ;'■♦'.  - ;.•>  »'^w 


.,  . . ■:/'sl“  'SP^ 

"V  ' * - f I,  1 •*  *t 

'■  jljw  i % '■  ■'  »'a«‘M;''’'5-  ' i-  ’ '"f  ■’'  ■■  '-.1>> 

' ■ * ' ‘.ft.  ’ - ' ->:■  ■ •■•■■'  ..'.'A'.,’  ...  ..e  ■-• 


' ■ ?i^ 


ms^*----- 


V ' ;•.,»  t 


♦ V'  -_■.  •■  . 


,.i.U- 


4^‘‘  -'4  iifit*®*"*'  »f  ii«<l»’i4*»!>  /»•«  »■«  *41<«rf  ?^ti>M 


>. 


-iT  -Wt  ^JS^I  • ^ 


If, 


; ■ ^V 


65 


activity—  rapid,  alert  reading — until  that  type  becosass  habitual. 

To  hasten  the  establishment  of  such  habits  and  the  breaking  up  of 
the  defective  ones,  the  reading  should  be  done  at  top  speed.  This  will 
probably  cause  some  difficulty  at  first  and  be  somewhat  trying.  The  latter 
seems  to  be  the  inevitable  accompaniment  of  the  substitution  of  one  type  of 
habit  for  its  opposite.  Reading  at  maxioRim  speed,  however,  seems  to  be  more 
effective  and  more  prompt  la  the  establishment  of  the  desired  type  of  ocular 
motor  reactions,  regular  rhythmical  movements  etc.  than  the  “gradual  tapering 
off"  of  the  slow  dead-level  plodding  pace. 

To  secure  the  highest  speed  and  to  prevent  a relapse  into  the 
slower  eye-movement  habits,  certain  devises  are  essential.  First  the  reading 
stretch  should  be  brief.  Preliminary  experimentation  showed  that  it  was  very 
difficult  to  maintain  the  highest  pitch  of  speed  for  more  than  three  or  four 
minutes.  Ti^e  element  of  fatigue  quickly  sets  in  where  the  effort  is  of  the 
most  intensive  sort  and  causes  a decline  in  the  rate  of  speed.  Accordingly, 
in  the  present  investigation,  the  reading  period  was  divided  into  stretches 
lasting  usually  two  or  three  minutes  with  an  occasional  variation  of  a four- 
minute  period.  The  Instructions  stated  that  a reading  stretch  should  seldom, 
if  ever,  exceed  four  minutes.  The  pressure  of  a time-control,  the  individual 
graph  and  the  olass  chart,  etc.  were  likewise  helpful  in  maintaining  the 
speed  at  the  highest  rate  of  which  the  readers  were  capable  at  the  time. 

All  the  factors  enumerated  in  Chapter  III,  wit?i  the  exception  of 
Ho.  2-  Training  to  Decrease  Vocalization,  and  No.  3*  Training  la  Perception, 
have  been  incorporated  into  this  type  of  training  in  rapid,  silent  reading. 
The  inclusion  of  all  these  factors,  and  the  presentation  In  brief  outline  of 
the  resultant  method  proved  a rather  difficult  task.  ?J'hile  the  adequate 


‘i  1*  * ! Z.  •’ 

•V 


f 

• : . . . . r-:*f  y-  ?XrV.;itj>  : .*.  ■ ‘ ■' ’ 


• ■*  -yl  »r 


j .I. 

§t4.;«Mlfj4’saf 


' ’-r 


- f ' PiY  c »T-^; 


!.V 

? f.  >m':  ,S  ^ -. .:  , . ^ » “••  ■.T-’7  til-k  ‘ • 1 C»%>4 

pil' 


'I 


-■.••■/'S''  ■■■  ■•''■  ‘ 

' , V 


■ TV  '.•<■' ■-'/.i^»#' 


>-i .;  V 


V'  ■• 


^ v ••’;«?  •v 


/kf!;  7;-”i 
'jrt  ft'ii.vr  *'■' 
v-r..  r •;  ■• ' • ' - . 


■'V  -'t  ;':»i ‘fs^ts  V ?i 


- • -i- J r '*!■<■"  --t'  •'M^-?  a2.Kpi^'-  W'  ' .. 

r-i4-.;if--  *%*,  jjajsi  'lo  .••af»f^«-'*f»t  » 

. - • - ■ •'..,•  ^ , vV  ■ '•.-/.  .•  •„  . ‘ ’ ■ ,T  ' «t* 


■"•  , '.V  * - r‘\.  / ■ ..  ■ ■ .,■-  _.  -V. 

■■  '.  <>■■  •■  1-’’ 7, / ' 

’■  ' • ' ' '"VV  I •'  - ■•  ’’  . ' 

‘ ...1  . ♦ *.  -“O*  - ■•  . . jf..<\Ac^<e\,  ' '-  * ^ . « 


.'i  / 


..-.■X'k'  . 

■■  •■■£'1 


~‘  L**'i 


. V-  ' ...p.  7- . ‘,.v  / , . 

, • • ■ • ' ‘'■■^•>j,' •■- ''"■  '.■  • ■ '■'■  ■■•' 

-rifsAi-  . "’AAiiJih'A  ' 


■ r. 


' ' , ■ .!,  \:"^;-'X.  .V-  ■ .'  ■'  w •■.  ''■  ,./;iy-7.  • ' 


I.  vT'<’'*u.., . 


.'  •:  .-'  *.  •■.-'.-••  ■ -•■•"•.  •^:.',r...  -■..  . . ';C>"  '■.  ■•  •■  'y- 

f.s  ...•„•  .,.-v  • -7  ■:';• -.:4  t'.rfi-^  ''iO  J.-.-T 


‘ ■ ■ 


IS/!; 


I.!:  ■ i 7>K.’'  '../.Xitfi-iv .e*!':  Jc^'i'  n^.."- 

"K  f '••■■'■*^‘V-'-''' • ^ ^ ■">  ''  "V:’  , ■’ .•'  '^■^I83"3 


'‘f 


• ^'T  Jr.'-  ;r  'Y  '■'.y^"  • '•'‘' 

• ■ • ■ ' kH''  ■ '••  ■'  ■'  ■“  - ■ “ 3' 


;■■  i ?•/•■■  ..  f--... 


V 


■‘•A ,i  5^31.  TiO' f?fs  ■ 


■■  ( ■»  '• 


I'rt*-"  'O  lH(k<-.*’  ^ i|.^ 


-'fJk-  ^ 


66 


60t?o8ition  of  aauay  of  the  factors  involved,  of  their  relative  lis^ortance, 
oto.  would  have  required  considerable  space,  it  was  felt  that  the  state^nt 
of  the  laethod,  ii^ich  was  to  serve  the  teachers  also  as  a set  of  ^directions 
for  procedure"  should  be  brief.  It  Is,  at  best,  a soa^w^mt  difficult  arri 
delicate  undertaking  to  translate  a set  of  written  directions  into  the 
correct  mode  of  procedure.  If  the  directions  are  involved  and  complicated 
the  difficulty  is  enhanced,  and  the  chances  for  confusion  a»l  divergences 
of  procedure  are  correspondingly  increased.  Accordingly,  an  attempt  was 
made  to  present  the  essentials  of  the  method  in  the  following  brief  outline 
or  statement  of  Type  I - Training  la  Rapid  Silent  Reading.  A copy  of  these 
directions  was  sent  to  each  teacher  using  Isethod  I. 

TYPS  I - TRAiigga  la  rapid  si.um  rsadihg. 

For  the  Teacher.  The  purpose  of  this  investigation  is  to 
determine  the  extent  to  which  speed  in  silent  readljv?  can  be  Increased  by 
training  the  pupils  in  this  practice  for  a specified  length  of  time.  The 
jwraotical  value  of  a type  of  training  which  will  accelerate  the  rate  of 
silent  reading  is  obvious.  Your  cooperation  la  this  stvAy  will  aid  In 
definitely  ascertaining  means  of  aocoaplishing  this  end.  The  results  of 
this  investigation  will  be  sent  to  every  teacher  participating  in  the  work. 

The  period  of  training  in  rapid  silent  reading  should  last  fro« 
April  8 until  Miy  29.  It  should  replace  the  regular  work  in  reading  and  no 
other  class-room  time  should  be  devoted  to  reading.  Thirty  minutes  per  day 
should  be  allowei  for  the  work.  Since  the  time  element  enters  into  all  the 
work,  a clock  should  be  placed  in  the  front  of  the  class-room  so  that  It  can 
be  seen  by  all  the  pupils.  The  method  should  consist  essentially  of 
alternate  reading  and  reproduction.  The  reading  should  be  timed  and  a 
measure  of  the  amount  read  in  the  time  allowed  should  bo  regularly  taken. 
Pupils  should  be  kept  informed  of  their  speed  of  reading.  Roproduotion  should 
consist  both  of  free  paraphrase--  orally,  or  In  writing—  and  of  answers  to 
specific  questions  based  on  the  text.  The  length  of  the  reading  period  and 
of  the  reproduction  period  should  vary  with  the  grade  of  the  pupils  and  with 
the  subject  matter.  In  general,  however,  the  reproduction  should  not  occupy 
more  than  one  quarter  of  the  total  time  allowed  for  the  exercise. 

Only  interesting  malarial  should  bo  selected.  It  should  also 
be  easily  within  the  understanding  of  the  pupils.  Since  the  ob.lect  Is  to 
set  up  habits  of  rapid  reading,  emphasis  upon  the  simplicity  of  the  selec- 
tion is  necessary. 

In  order  to  assist  the  pupils  in  covering  as  much  reading  matter 


m 


■ V ta 


■•:'-9::h  r i ■■  ^ ^ V ■'.  ‘;.  iP^ 

'■■■'■■  . ■ -i-..  v'-'  ■'..^'  ■ . ■ ••  •■  ■■■  y!  ....•'  •»  . ' ’A  .•('  ■>£..••  .■  ■ •■  ■ ■'-,'P 


.!st.'. 


■,*^:  *•»'  ; 


. : '■  ■ •••  V ■. ' ,.  . ■ ■ ' . ,'•  F. 


"■  ,;  ^'-  * ' • ’■  ' ■'  -■-  ” ' ' '•  ':  ■'  " ~ 


, ^ . ' . ■'  - * . . ’/?-*,•'  - ’ ■ • " • , _ j,  .-  ' 


I ..'  ¥'?" 


* ■*  ■ ',  . . ,.^  - - h:-''  ■'■•■  . 

»?.i  %z  f=  .'  J.' I *■:>»:'••■.'• 


y¥l"'i  ;‘-y.  C ♦?.!  %Z  r- f 

.<  •'  ■ • ■ ■ ; * ‘-'i ' ■‘-  '.'v 


■y'A. 


f<  t i - ;v*-  ■ 'i,if  !;•«;■;•?  •^'^' 


• ^ . ...  . . 
',^<''£^'  , ';  ;,,/;;M..'Ti;.,; 


V;‘  'v:7’  . vi'T^  '>o 


, ■>.'  f\,i . 


tj  ' V';  \ . 


•. /•  :.♦'.' t .■  '*>'■'''  7 i^v'’ -7‘ ■ '.th  ^ tl  . ’ * ',•' 

■'  ■ ‘ ,x»  3^^*^**'  ..-K  . *•  • 


r */' 


. :-,ti 

■ :,.  / 


^'jp4jn?y 

-rnsir  >rwr'-  ^ 


. vf*i*i;ii3M  ' ■ '7!:‘5'tv2'  '''-^^S,^ 

■ v.t . V- '!'/ '.-V..  ■ fdf} IV  hi  -jp''  ? v'V  . • V 

'.- ‘ ;vi-.*  c .vN:mv*'i  d^«'^  ?■;  n7-r^-»'  : .-  .-.*• 

■.,  ; '.‘^'  V-^'»  hpAv:  J 

. '■  . ‘ ' f5Hf  ''':.^  -V.':  'hi  fiiSli'  ^4jv  Vfai'  *** 


‘•.•  t^r;  'iM 


>'2 

K 


cviil  .irniA-'*  '■■'  ^ •-  •■•*  .h^;  •■.;r* '.  . /',j 

-V'^  vt^c'  -1  • ...  M..  ■ . . _«rf:  ' Ji 


■ >A:iM  ‘ ,.'  , 


* r 


4 

>'  -.f 


K 


if- 


‘ ♦ ‘ll ', ' , *■  '•■  *" 


as  po3«lbl®,  a definite  preparation  aay  be  nadle  consisting:  (a)  of  thought 
preparation,  or  (b)  of  yiord  preparation,  or  (c)  of  both.  The  thought 
preparation  should  consist  of  such  an  introduction  eoasaentary  or  by  the 
question-answer  process  as  will  arouse  interest  and  enlist  the  attention 
of  the  pupils.  This  preparation  should  in  no  case  be  long.  For  the  word 
preparation,  the  teacher  should  select  such  words  as  in  her  judgment  would 
be  unfamiliar  to  the  pupils,  and  should  present  them  briefly,  explaining 
their  meaning.  The  preparation— both  thought  and  word—  may  be  abridged 
or  ewen  omitted  when  the  material  is  such  as  to  give  no  difficulty.  In 
no  case  should  the  preparation  occupy  more  than  five  minutes  of  the  30 
assigned  to  the  exercise. 

5Iach  pupil  should  keep  a chart  of  his  daily  performance  and  a 
ooeaplete  chart  of  the  dally  class  perforsMinoe  should  bo  conspicuously  dis- 
played in  the  class-ro<XB. 

It  is  desirable  that  the  directions  to  pupils  given  by  each 
teacher  concerned  in  this  investigation  be  substantially  the  sanjo.  The 
following  points  are  suggested  indicating  the  mture  of  the  direction. 
Literal  adherence  to  them  is  not  requested.  Their  spirit,  however,  should 
be  maintained. 


Point  out  the  advantage  of  a rapid  rate  of  readlii^.  Try  to 
get  the  children  to  see  this  in  ierswa  of  an  addition  to  their  own  Interests 
and  pleasure.  Carefully  direct  them  where  to  begin  the  assignment  of  the 
day.  See  that  they  all  begin  at  the  same  time  and  at  the  same  place  in  the 

text.  Say  in  substance:  "Read  it  as  fast  as  you  can.  I want  to  see  how 
much  you  can  read  in  two  (or  three)  minutes.  But  remember  that  I am  going 
to  ask  you  to  tell  ae  about  what  you  have  read  so  do  not  skip  anything.  Try 
to  read  faster  today  than  you  did  yesterday."  See  that  the  pupils  have  a 
pencil  at  hand  and  direct  them  to  stop  reading  at  once  as  soon  as  you  say 
"stop".  Direct  them  then  to  mark  the  end  of  the  line  ■^Ich  they  are  reading 
when  told  to  stop.  Pupils  may  now  reproduce  what  they  have  read  as  indicated 
above.  In  a similar  manner,  reading  and  reproduction  are  to  be  continued 
till  the  end  of  the  50  minutes  assigned.  Have  the  pupils  then  report  the 
number  of  pages  eind  lines  beyond  the  last  full  page  which  they  read. 

As  part  of  your  preparation  for  the  exercise  you  will  be  expected 
to  know  the  average  mimber  of  words  per  line  In  the  matter  which  is  being 
read  and  the  number  of  lines  per  page  (if  ?«ge8  are  broken  by  illustrations, 
or  for  other  reasons,  special  account  of  these  pages  will  have  to  be  taken.) 
From  the  pupils’  reports  as  to  pages  and  lines  road,  on  this  and  subseqtient 
assigments  for  the  day,  estimate  the  mnfcer  of  words  read  that  day  and 
divide  by  the  total  number  of  minutes  used  in  reading.  This  will  give  the 
number  of  words  read  per  minute.  Taoh  pupil  should  figure  out  his  own 
score,  and  should  innodlately  enter  it  upon  the  chart,  which  will  thus  serve 
as  a record  of  his  daily  progress  in  silent  reading. 

On  Alay  1st  and  May  28th,  besides  the  record  of  the  average 
number  of  words  read  per  minute  by  each  pupil  during  the  total  reading  time, 
a record  of  the  average  number  of  words  read  per  minute  by  each  pupil  during 
each  of  the  various  reading  periods  constituting  the  total  time  devoted  to 
reading  on  each  of  the  above  mentioned  da'^  should  also  be  kept. 


V. 


'.••r ‘ i i«“  ‘i-  •/♦VI*'-**  ' i<  f i 

y i 'T...  ••  -IVK-*-'-  ’’  } ■‘■•\  >■  r j'^jr«  «>  • 

- ■■»•■  *«r  ' , r-\:  ■ ’ . 


..  ♦ 


'■■  I* 


••.  '•*  ' t 

■'<>.yV  -.>1  ■.,■■■.  •' 


;• 


' V. 


' * . 5 :>  ■ .•■  Vu-Vtl'J  *^<3fi■|^■•''v■,j^■•  'V^ 

. . t ■ 1 ,\i.  ■ '-'iT,^  is?<i  i:*,irv  vfid 

'-  ■■*'  -#/>  '^ffC  ■ 

• 1 •..vi  r t:' 


hi.' 

*;  i>*  :■  V 


•!  .V>;i!»».Vi.Jli.-v  » '■■'  ■’ 


. c rjivfc* 


'i-f'  rr'  r - 

. • »>  '. / 1 


r*:. 


S 

p>  Vt 


■-■'  Jf  -r  ' 


f jr"  "A'eils-i.ri  '•■■ . ,1,^^  - - 

. 1<'- 


;i,  .1  >-H*'' .7c  hi ■ V ’ lo ■ ' ;,v ^ . 

' '■.  ' •v'^  Vi  rt''  ,M  " .■  .*3.:r»c.i  \r.  >5^‘  £\'‘- 


.par.  ).v  - fc.»  ^ vP‘i. 

v ^ '"■^-'  i' T, f “?7C% 


r.  •:»  ii..--;  <4  -**t  c-.* 


’^Al . 


i.-s  n. 


1 ;.  . 


•>  f - ' - >; 


' '.  1 1., 


v-i*M.' ,*'<■; ,0‘.  v'v 
, •>•  ■*’*  ■’'>  *iA  '■>  S-Jit’j  '\0-:  ' 'fii 

' jri? .:  1 ■ 

r , ‘ ■'  ■ T.  .'>•'.  ■ -.  ,'i ''?^  * 

...  ' ^ ,~  ’L  >'■  - ..  iT'",- , ■ ■ ! ■l^M.'^w-'^.  ‘ 

ap-.pO^  " ' :...;•  •■-■■•'  'f^^ir;v.r«>l..  . .'  : tV:\'  .-ur*.  ;;; ' 

^Ih-..-  ■;.  -.  >r;‘4V  r • . ■•  l*r.  . •.,  AC  u*  CT  •'  ' 

,':r;*l  T’  ■■  ■•-  ••■^t!^':/;  ,iv ''^  Z 'm,  HP^es  •*,  :vw} 


* 


•••>  vf ‘t/ frt  ’ *!■*  '"•  . . V'H.’:#.;?  'f ^ 


.■.  ;r  ‘*  ‘•,  jcv  hV'^'  ■ m V ■ ■7'^','^'i 

'.  .. 


•„'  f*;  '>>  t' 


" .¥*  'y  ’ "TO’'.  ;!C»‘...xv> 

.1^*,  r T 1 


' >•  •■  ';IU4  r ■ o o 


'jt  '^■ii  «j 


.,A 


riw 


• - '’J.’'r.  ,'?  i'.r.'ili' *•'«»•■•  f.  • ' • •WT'i 

•'“ ;’ia'.  •.^••. : ;'•?>>/]•.! v.i'-r  iaaiaB  crv-v-«-.*  - ••■  - ^c* 

'^'f' I A ? i"-',- ,~/jiItlbfl^^ 


v-;|’.  .•*  t i Q 3'.  t»." 


On  Sfaiy  2nd  and  29th,  the  pupils  should  be  test  ad  with 
the  Courtis  Silent  Heeding  Tests,  Forms  II  and  III  respectively.  As  soon 
as  possible  after  32ay  29th,  a copy  (or  the  originals)  of  the  Individual 
charts,  the  class  chart,  ard  a record  of  results  and  observations  should  be 
mailed  to  the  Bureau  of  Educational  Research,  TJniversity  of  Illinois, 

Urbasa,  Illinois. 

To  clear  away  an:/  uiis  concept  ions  in  regard  to  the  various 
points  in  the  statetaent  of  the  method,  and  to  Insure  uniformity  la  all  the 
important  steps  in  the  procedure,  a representative  from  each  of  the  school 
s:/steas  participating  In  the  experiment  was  invited  to  a conference  at  the 
University  of  Illinois.  Hers  the  application  of  the  method  was  demonstrated 
to  the  visiting  delegates  by  a teacher  and  her  pupils  from  one  of  the 
Champaign  public  schools.  Miss  Davis,  the  teacher  demonstrating  the  method, 
had  previously  been  instructed  in  its  application  by  Dr.  Buc3cingham  and  the 
writer.  Besides  the  ocular  demonstration  queries  from  the  delegates  con- 
cerning various  details  of  the  method  wore  answered,  aiai  its  adjusttaent  to 
particular  class-room  conditions  was  explained. 

As  a result  of  the  qusstloias  which  arose  at  this  conference, 
and  partly  based  on  the  answers  there  given,  the  following  topics  seem  to 
require  additional  discussion:  (l)  Length  of  Reading  Period,  (2)  Alternate 

Reading  and  Reproduction,  (3)  Thought  Preparation,  (4)  Word  Preparation, 

(5)  Directions  to  Pupils. 

I<ength  of  Reading  Period. 

30  minutes  was  specified  as  the  length  of  the  reading  period 
for  all  the  grades  participating  in  the  experiment.  This  amount  was 
decided  upon  after  investigations  showed  a range  from  approximately  120 
minutes  devoted  to  reading  in  soma  third  grades  to  only  about  15  minutes 
alloted  to  reading  in  the  seventh  and  eighth  grades  in  some  schools. 
Furthermore,  considerable  variation  in  the  amount  of  time  devoted  to  readir^ 


X 

tyJ'  Ho 


>4  fl'!.  »»!/ 

’«  lV«  ...  i’T  Zaft'tti  . » • 


; V 


^4} 


’i>jf  J 


jk 


A'’ 


s j 


L./ 


: ^ '1^''  ' - ..  V-"' 

' • , • . r • ^ ' ’ * 

,•..  >,  -^t  ><j|cyp» ,sici»l  If ' ' ■'••-  ..•■?"'.■**»  ♦ •••.:^ii.'}<‘’>'f;  «t 

l■■.  , ,*  ,.•  . ^ . »,<.1  -■’;;iv,  ,i'  4*»'  ftflv 

" - v ^a>/  • ‘vH  , . 

.-V,.:--.  ^ . :■  '*  ' ' 

^i€i/.ti^  M ■ ::■!/■  ■:'>;■  ■ :>■':  '•♦.'••...•■>  fA?'  • .=•:«". jK‘  - “T  , ''  . ' 


. ♦ 


''  i' ^ ■■-^  %■  '''  '“^C^  , , •>-  '^  “JV  t-ri.’ i >-k  . '-■»*■  a*  • 


■ ^ '■ 


.•  ■ ''■  X.;-; 

■-)«;■•  . • ■ . ;?»*■»  •••■  Xi,.  ..  o<  '-v  ^ 

-T  ^ a f <£fi 


'.  * ■ 


‘ ■)J^g|'l4j^.‘>^.•  V'^/’ 

■'  0 


A • — , '^'  r:*  • -r^ 


f ■ ■ '■  '■■■  ■ ' 

-I 


^'5  , 'iJ.. ' ; . V*-'  i M 

V ':<<■  ■ . 1 • . 


• t. 


r.  V - 

:a-  •""-  * 


’■•'•  y. 


1 V^4.» 

,,i>  ^ t-r' 

\9:  :V6  , ., 

■J.'  'n,'.'  ;-.f 

!<•»  ► w r.l 

1'  . , 'vAR*  / 

4s. .'  1 1 a 

/ ; <*  4 . V - ^ V 

> 1 :.  i 

69 


in  9V«R  th«  saa®  grades  aas  found  to  exist  auK>ng  school  systems  in  difforont 
cities*  Since  the  inYestigation  extended  to  all  the  grades  froa  the  third 
to  the  eighth,  a reading  period  that  was  to  obtain  thniout  these  six  grades 
would  necessarily  have  to  be  somewhat  of  a comproslse  between  the  extreaes. 

The  heavy  curriculum  of  an  eighth  grade  precluded  the  possibility  of  devoting 
an  hour  and  a half  dally  to  r€»ding.  On  the  other  hand,  the  teachers  in 
the  third  grade  felt  that  the  abbreviation  of  the  reading  time  Into  a single 
15  minute  period  could  not  be  dona  without  causing  a rather  serious  impairment 

j 

of  the  progress  of  the  pupils.  Accordingly,  a 30  minute  period  was  decided 
upon  as  representing  an  approximate  average  of  the  amount  of  tiBM»  devoted  to 
reading  by  the  six  upper  grades  in  the  elaaentary  schools. 

The  allotment  of  this  specific  amount  of  time,  carries  with  it, 
therefore,  no  implication  of  a r.oriaative  character.  It  does  not  pretend  to 
represent  the  proper  length  of  the  reading  period  for  all  the  six  grades  men- 
tioned. The  amount  of  time  assigned  to  reading  will  naturally  vary  from 
grade  to  grade,  less  time  being  alloted  to  the  formal  reading  period  in  the 
upper  than  in  the  lower  grades.  A reading  period  of  30  miautsa  was  decided 
upon  in  the  present  iiivestigatioa  solely  for  the  sake  of  uniformity.  For 
obviously  the  amount  of  time  devoted  to  the  training  must  be  uniform  if 
comparisons  are  to  be  made  between  the  amounts  of  progress  inade  by  the 
different  grades.  This  uniformity  in  the  allotment  of  time  renders  possible, 
a comparison  of  the  extent  of  gain  registered  by  the  third  grade  pupils  with 
that  made  by,  say,  the  fifth  or  eighth  grade  pupils.  Without  this  uniformity 
In  the  length  of  the  reading  period  thruout  all  the  grades  a common  basis 
of  comparison  wo*jld  be  wanting. 

Comparisons,  such  as  the  above,  may  be  expected  to  throw  some 
light  on  the  interesting  question.  In  what  grades  do  the  pupils  show  the 


ty.  WV'  . ' 

'.r .'.•'  r:  ■ ' ■ ■ 


, V’St  ' " ‘ ?■" 


W -?rro  »! 


'•  •';  ....  --'■  - Vv  v.  '•  v-  ^ ^ • . .. 

*•  ■•♦  ' . ■ _ . . . .*.  * V — i . •'^v  •'*'.■1  '• --i^ 


(tjffcU  »w'>  #<jii  •fifftJUv’ 

'^(1  ' ■ 

'siv  W <>■  .' ->•  .■■'S.is  . .■•t^  v: 

,i»,.t.*  ,..-/■***#! ;«WJ*^‘tl,«l««''.:^  ■ /■  o|.*|.  «*•••.• 


*■  V 1 '*  ■ ^ ^ ’ 

in^’^Vr*.-/  A £ « •.  , . JLf  • f%J:  r.' 


,*T  ,,'  ^ ’ f-'  ^ 

..’._  ’>.■'  ■ :<  r .•  ■,  , ‘ ^ ' ■ ' i»'  ■'.■'...'S' 


•i.v  ' 


f ;•'.. 


■ ■;•  's  . - ' ‘■'  ■ ' 


■ ■■  fa.  ' f ■ 


.•  . . '■.  _ . . .»  V..r  «.  ■#  1%  »- llni'  /'  — n'l! 


I'rVv^  '•  i'v'’>^ !^'.:oL='  ii  'i^>  ‘'*i 

!!^‘.‘f  ^ . .>  *■'  ' 

■ ..  ; '■=^•■^"■<•if;{i^^■^J'i'.■'*•■  i,';  • ■ ■ ■'  ■^- ■•'■  ■'  '■  _ 

'•■'  ' 

■ f:  ',.•,;  : ' ■ . Av^-:  _ ■ ■ . '^.  >V^'-  ■-••*^'^  i>r.'  .;'*• 

,e.  ' ■'.■■  ' ^ •'■'  .'.  .‘■'  -'tr'.sTTP.N*  . . j ! •.■.±,tt,  : ' 9mM  '■  " 


*'♦/  i'  .^■^jfVtfyr' 


'V'  fi 

','  .,,-  , y;  '4,  . _ ■.  ,-^.  . . ..^.  .. -.v;?;.  . ■ ,’'“ 


(•: 

\ni  . 
'">*  -■ 

■ 


' , 'A  J p%  fi  j.cw."  a: 

:■..■■■  ,r' ''-.■  ■■. ' ■•■  'v  .'  ’.'^Ur  ■ .’a.  ' --  A/ ■;',  K'.,A^  A?'  A A. 

'■■/  A"y A.i  A;’ ^^  ■ ''^  :vA'r  ; V'  .;  . . .','  .' . ^ tAA- Aa 


..  \ . •'■'.?  -n'  ■■'.■'.'  :t'- . . ■ ■ , -.  ■ ■■  ■ , k '\i><  ■ ■■-  ...'■•'  ■ - ■*'' 

J.'.  '.r  r(  , ■ . ■>  ■ : ■ ,■'"'  A'»  ■ " . 


. J9 

4: 


»r.’'  •'  .♦iV 


li*-  /i A - 

j/'A  '■  I:  .V  ''  ‘‘"  • ■>  ' '*= 


lv> 


.,  J^.,, 


'I'it 


•A' 


sy.^y 


greatest  suseeptlbllity  to  iaprovaaeat  in  reading  rats?  From  the  answer 
to  the  above  question  there  flows  a oorrelery  of  praotioal  value  to  the 
school  concerning  the  relative  strees  to  bo  placed  upon  the  formation  of 
habits  of  rapid  silent  reading  in  the  different  grades  of  the  elementary 
school. 

II  . Alternate  heading  and  Reproduction. 

■ssbile  this  study  is  interested  chiefly  in  the  acceleration  of 
the  rate.  It  recognizes  that  the  developGient  of  speed  at  the  expense  of 
comprehension  doss  not  a^fca  for  efficiency  in  reading.  Accordingly,  means 
were  adopted  not  only  to  safeguard  the  comprehension  and  to  prevent  its 
impairment,  but  also  to  effect,  if  possible,  a development  in  assimilative 
capacity  that  should  advance  pari  passu  with  the  grcsrth  in  speed.  For  this 
purpose  after  each  reading  stretch  of  two  or  three  mifflttes  the  pupils  were 
called  upon  to  reproduce.  Recognizing  that  reading  in  actual  life  situations 
is  done  not  for  one  constant  adeunaatlne  purpose,  but  for  a great  varieties 
of  esxda,  such  as  to  "get  the  gist",  to  aiiswer  certain  specific  questions,  to 
get  the  central  thought,  to  sect-ure  a certain  point  of  information,  etc.  the 
reproduction  in  the  present  study  was  wade  to  assume  a like  variety  of  forum. 
Sometimes  a pupil  wmild  be  called  upon  to.  reproduce  the  main  thought  of  the 
selection;  at  other  times  specific  Itefas  of  information.  Important  facts, 
names,  causes,  etc.  would  be  requested.  Thus  the  development  of  a single, 
narrow  type  of  reading  ability  was  guarded  against,  and  a rather  well- 
rounded,  many-sided  reading  activity  was  brought  into  play. 

The  teacher  was  advised  to  have  her  questions  and  her  other  methods 
of  testing  the  coapreheiMion  formulated,  at  least  to  some  degree,  in  advance. 
Preliminary  experimentation  showed  that  no  small  amotint  of  time  was  lost  by 


1 I 


. V- 


V i*".- 


''* VJ'l?'';  .r-'“'  •' 


■'  r* 


•• 


A-p.'f-'S  v-iri  0*J 

■■.  •.^.-■v-,  , -'f- 

H(a  ...  , "!i_^"A  •.,'  . ...  -_i,,'.,^  ■ .,iJ.  milftt  <«Mrf  .-WVWWTf^A  lAOdAtt 


•'V  i 


..'o::/'  ,,l?  i ■ ,‘‘T  '■"  '■  ..V  . ' ,1  4 , • •;  " ■ « .. 

■^'.  '-tes  ■ 'iifiii-'-r'-  ;*»J.-naiw<»  Io<»4«* 

.W^"',',  - '■•i‘?;yi ^•rV'l5.':'o4^V 


to 

rf*»E 


/V’’’  o 4^jf  si-M-' 

^ -t A ‘^1 -im  V - -■■  ; ■ r ■ ■ ; ' 'ft ' , ;:’ 


, , r-  .'^•T^.-^'.B  p**-]^*' 

.»i.'*.  ’,M.  ^ ^ ft  Hi*  - 


:•'  4 . ■ 


,r  ^ i..,  >..^-i.'  A f I III  t'lin  m f jg  II  n-war  DTH  Bill  ?tE  t T El*?  * 


4 


71 


the  teacher  in  decldinj^  what  to  ask  about  the  passage  just  read  by  the 

pupils*  This  heeitaooy  and  Ixidecision  slowed  up  the  whole  procedure, 

\ 

eonausaed  a considerable  share  of  the  time,  and  reacted  unfavorably  upon  the 
"keyed-up"  mental  set  of  the  pupils.  By  having  the  questions  or  at  least 
the  cues  to  them  written  in  the  margin  of  the  book,  this  source  of  wastage 
was  eliminated . 

Ihe  teachers  were  advised  to  scatter  the  questions  promiscuously 
among  the  class,  so  that  every  pupil  would  feel  himself  constantly  exposed 
to  a call.  This  would  tend  to  prevent  skipping  or  skimming  and  ensure 
perusal.  If  a pupil  were  found  unable  to  answer  a simple  question  on  the 
matter  he  purported  to  have  read,  the  teacher  was  encouraged  to  test  him  in 
the  subsequent  reproductions  to  show  him  the  need  for  greater  comprehension 
in  his  reading  as  well  as  to  prevent  cheating. 

Because  of  the  largo  element  of  guess-work  which  they  invite, 
questions  of  a simple  "Yes"  or  "Ho"  variety  were  not  encouraged.  Sometimes 
the  reproduction  ireis  in  writing—  this  ensured  the  tasting  of  each  pupil— 
but  usually  oral  reproduction  was  called  for.  Since  the  develojaient  of  habits 
of  speed  was  especially  aimed  at,  the  suggestion  was  offered  that  the  repro- 
duction should  not,  as  a rule,  be  too  detailed--  demanding  non-essential 
particulars  and  points  which  a reader  in  an  actual  life  situation  would  seldcm 
be  expected  to  remember.  S»ich  a procedure  would  naturally  militate  against 
the  formation  of  habits  of  rapid  assimilation  by  Its  disproportionate  and 
unnatural  stress  upon  the  minutiae  of  unimportant  detail.  It  would  tend  to 
eliminate  the  function  of  extra -foveal  vision,  by  necessitating  the  careful 
and  even  the  scrupulous  fixation  of  each  word.  A slow,  plodding  type  of 
reading,  devoting  as  much  time  to  the  fixation  of  a mere  preposition  or 
article  as  to  the  subject  of  the  sentence  would  be  the  not  unlikely  result  of 


’ ■ \, 


rv 


*,’.^  ,>■■•■  I 


^Jy**  o#  >•  at 


'•  ,:. 'x-.r  .Vi  .’■'  ' fTAvf,,..  i.  r.^f.‘<:  • 


1 ■ /('•■'.•’i  ' • " •'  , ' .'  . *' 


t‘v 

fei':. 

ti':.. 


■ '?'  - t;v  cri:^"##9i  'f*'  ' fii  f. 


f 


{•*  „ i»  -’  . .,  'v  C\,v  ' 


,V  ’ ^ * * '■ 


' i'  * ' 

1'  > ^ 


«'--v  V'""^  '■’'  ■''' 

■'  S...'.'fr‘.  '.i''.v  ' ’ 


-'  ' J",..,'  ..  vf,,V  ••>  :■, 


1^,; 


' -'  * ’ I ' ' •■  • . • I j ' X'.  * ' ‘^'  — IV  - .‘  'j  I / « ' 


^ii>  V . lii*  ' ''i.w  ii  Ht  i,'f'  y Wl '. .;'- ; “•  ^ 


'^"  ‘ ,„n'  ' ',  ' r,;'*;,!*,^? i- ' \ Ml  *u  U* 

'■  ■ ,1.,.,.  T,  - i‘-; ' '.„> w .:--V":r''  \»»;;j,..'ii?s,.f 


. ^ '4'^ ..  '“■v.."'.-  ‘.v.v'*.'  4v'-' 4,':'-<‘^ 

'*'  'l,St  \ -r  *' 

. tV3v<<  '/^Vj^av'  ‘'•:r^  •^’  “'vv  > ' wX^^ttic  M ,*ii 

' '/  '.  •■:  ■-'  ""'i!  ''  ._  .,  ■]:■•■■.:.  r-.^:  m'iM-. 


Ui 


rrc-/ 


• t. .,.  •■; , ; '■'■  ■ ■ ■■  .)!>  ^ ■ ??;•■■•';  ‘iS!  ,"  >'v  ■ 

,rsV*'> .-•■•- A ^ bl^^n.cf^lsyirx:  ; 

f ••  ^1  ■■  .‘fi  . L.  ' flUf!.''' 


'\r''$  '4'K  .V'  ^ ^ , . •• 

' V ' X r-' " pxr  , .Tw >1 


,%t  I ••  V ■ • 

-..■f  -fc  ■'■  r-V--^-^,  - 


^ ^ , ■■■;»■•  ■*' ' ' '•  , ^ • -% 

>'A  /if  .Rv'^X-V  ■ 


>o 


> O,  ’ I 


t. 


i v(  K ’ 


■■"  ■'  iV 


: M". , ■■  ■ 


1 ••*•  ■ X/'i 


to  ^ ■ . 


..’■;'>*4>.*  r.i/i  ' >,  'iJsrfJ  virfr;!'  1 ''3'  Xwt**!' 

'i4‘ 

^ ;.*v- 


“•‘Xf  ■'- 


t ■ ..  Ifc»  i «•  ^ ^ Jm  " 

•^k*  .*'->,r  j*}  ' 


-v:s^  V 


' A ^ v/ut-*- 


A {5‘A 


y ♦• 


Y I 

-\i  •'.. 


: if,-. 


‘ Xjfip 


k.,'  ' ' 


* * 

. - I 


■i‘. 


72 


sueh  a procedure. 

Preliainary  experioentatioR  disclosed  the  lurking  of  another 
danger  in  the  application  of  the  method,  ^en  the  method  was  flret  tested 
out,  a tendency  was  observed  for  the  teacher  to  consume  the  bulk  of  the 
period  with  the  mechanical  details  getting  the  class  ready  to  read,  reprodu- 
cing the  material  road,  and  computing  how  much  was  read  etc.  Under  these 
circumstances,  oomparatiwely  sr2»ll  portion  of  the  total  time  was  devoted  to 
actual  practice  in  rapid  reading.  thus,  in  the  preliminary  experimentation, 
a teacher  was  found  to  consume  four  minutes  in  preparing  the  class  to  begin 
reading,  and  ten  minutes  in  each  of  the  two  reproductions  which  consisted  of 
halting  questions  and  slower  answers.  The  result  was  that  she  secured  but  two 
reading  stretches  of  three  minutes  each.  Thus,  out  of  a 30  minute  period, 
but  six  minutes  were  devoted  to  actual  reading.  This  was  distinctly  contrary 
to  what  was  intended.  Accordingly,  the  instructions  stressed  the  necessity 
of  pr<xapt,  rapid  reproduction. 

The  reproduction  should  bo  short  and  brisk—  .just  sufficient 
to  convince  the  teacher  that  the  pupils  had  grasped  what  they  had  read,  thile 
no  iron-clad  rule  was  laid  down  specifying  the  amount  of  time  to  be  used  for 
each  reproduction,  the  general  direction  was  given  that  the  reproductions 
altogether  should  not  consume  more  than  one-quarter  of  the  total  reading 
period.  The  short  periods  for  reproduction  following  each  reading  stretch, 
afforded  the  pupils  an  opportunity  for  temporary  relaxation,  thus  preventing 
the  onset  of  fatigue  and  rendering  It  possible  for  the®  to  asaintain  the 
reading  rate  at  its  highest  pitch. 

Ill  Thought  Preparation. 

The  introspection  of  trained  students  as  well  as  casual 
observation  show  that  most  readers  are  slow  in  getting  started.  There 


. Iff 


' I 


p 


: r'pi  ”■ 


'?«'  4'*rf'  i«Svi  vil-^  ^''|l^  --.£Mrli'i»i^ 

' - . .,.  '.  '■  • iii  t'iJ.’i-,' -i <»,,';.v.' 'w '*^iik ‘ .' . 


,.  i it-jW  «t  m$mii «•#’' fiM»;il»iWk«'i  j 

.f.wwMc*K-w-.  »«. Wi*^, »^r«a 

Of  > ■!t>  J.••<^.■.B«^^  .4*'  >e 


„.sa:i  SJ 

■'  •' u,.ok .. 


' i-  - 1 

V ' •,’Mt.V'X 


M'' fkli] 


' 4 


73 


usually  oocura  what  psyohologiats  call  tha  ""^arming  13^"  (Anregung)  period, 
bafora  tha  indiwldual  gate  iato  "tha  swing"  of  it  (Gowohnuu^ ) . Tha  length 
of  this  warming  up  period  varies  with  different  individuals  and  with  different 
caatarials*  That  such  a warming  up  process  is  not  necessary,  however,  was 
taade  evident  by  preliminary  experimentation  on  this  point.  The  pressure  of 
a time-control  proved  instrumental  in  replacing  the  listless  attitude  with 
one  of  prompt,  concentrated  attention.  At  the  sound  of  the  word  "Go",  the 
reader  started  at  a high  rate  of  spaed.  A record  of  the  number  of  words 
read  during  each  of  the  minutea  la  a five-minute  period,  shows  that  it  is 
possible  for  a reader  to  strike  practically  his  highest  level  of  speed  In 
the  initial  minute.  The  reason  why  the  reading  often  starts  at  a slow 
dawdling  pace  is  because  the  interest  Is  not  yet  aroused.  In  the  present 
study,  the  pressure  of  a time-control  was  chiefly  instrumental  in  securing 
prompt  concentration  of  attention. 

As  an  auxiliary  to  this  devise,  however,  the  thoi^ht 
preparation  was  utilised  to  enlist  the  imedlate  interest  of  the  reader  in 
the  selection.  The  thought  preparation  was  of  different  kinds,  varying 
largely  with  the  character  of  the  subject-matter.  Thus  in  a narrative 
selection  sometimes  It  was  found  advisable  to  trace  In  a few  deft  sentences, 
the  outline  of  the  story  leading  up  to  the  climax  and  then  suddenly  stopping. 
The  children  In  taany  such  cases  could  hardly  wait  for  the  signal  to  begin, 
so  anxious  were  they  to  "find  how  the  story  came  out."  Sometimes  the  end 
could  be  attained  by  saying  a few  words  about  one  of  the  main  characters,  by 
akotching  the  back-ground  of  the  story,  by  briefly  outlining  the  life  of  the 
author,  etc.  The  c^varacter  of  the  thought  preparation  was  found  furthermore 
to  depend  upon  the  general  interest  manifested  by  the  pupils  in  the  training 
to  Increase  speed.  In  many  classes,  where  the  pupils  entered  whole-heartedly 


■'  " " ■'^■‘  f .'  ‘"^  •■  *'  ' ■ ^ . . . ., — k_  .^t ^ 


'll"-  • 

f B^: 


M ,,  ...  - ..  . . .^ 

3^|Vw«- m--i^M‘-^^‘^^ 


<-  ■ ^ 


mtJi 


'Aj  ipf-j^^‘-*vf‘'i’’'^'^'^'^  * T'^  — •'  “'"'if.’  "''-  :*,.»’  r Tiy'  ■■  ■ ' "^ 

' *!-»}««  -y  >*  .f-*^**'  •»» 


74 


into  the  experl-aent,  no  suoh  derioe  •was  needed  to  enlist  the  already  keen 
interest  of  the  pupils*  The  setter  yr&s  left  rather  flexible  to  enable  the 
toaoher  to  adapt  it  to  suit  the  different  types  of  subjeet-iaatter  and  the 
varying  needs  and  interests  of  the  class. 

ly  Word  Preparation. 

In  the  lower  grades  especially,  it  was  found  advisable  to  devote 
a few  minutes  to  a cons tdervat ion  of  the  meaning  and  the  pronunciation  of  8oa» 
of  the  more  difficult  or  unusual  v;ords  which  the  pu'pils  wo?ild  enoouJiter  in 
the  selection.  3y  -writing  them  on  the  blackboard  along  with  their  meanings, 
before  the  pupils  ccsmoenced  their  reading,  the  obstacles  which  might  have 
retarded  their  progress  were  eliminated  in  advance.  In  the  upper  grades  but 
little  of  this  word  preparation  was  found  necessary.  As  a rule.  It  occupied 
but  a few  minutes.  In  no  case  was  the  preparation—  both  thought  and  word- 
permitted  to  consume  more  than  five  minutes  of  the  50  assigned  to  the 
exercise. 

X Piraotlons  to  ?uplls . 

Considerable  care  was  taken  to  point  out  to  the  pupils  the  advan- 
tages of  rapid,  efficient  reading.  They  were  mad®  to  feel  the  need  for  such 
training  by  awakening  In  them  the  consciousness  of  their  present  slowness  and 
inefficiency.  From  this  need  triers  sprang  the  earnest  d«Hre  to  eecure  such 
training.  They  were  given  plainly  to  understand  that  In  the  measure  in  which 
they  entered  earnestly  and  enthusiastically  Into  the  undertaklaag,  ;}ust  in 
that  measure  would  they  reap  the  results. 

In  an  endeavor  to  establish  regular,  rhythmical  habits  of  eye- 
movements  and  to  utilize  to  some  extent  peripheral  vision  the  pupils  were 


'-fy -;r*y  • ‘ 


/•',  ■ '' 


ic^.  iv  '.‘a  . ,f  V Ti'r:-4Je-  t-rii 


. ,?•:•  u/' .it- vff;?  >l»«  - • *'  'Ht'iitAf 

.fi' i.?  , . ' ii:  ■■  n •’  • ■’  ■ ' “ -" 

. ■ - . , y- 


;1  r- 


u->i  ’ , 


s/  ..  - :>.  ■ '-y 

■_■...  ■ • ^ -y:-.  ■■  - ■■  • "-.r 


< ■ i] 

P'  »xc».  » ' ■ 


4**''  >’• 


.v"  ' *.  ‘ -T^ -j  ' '*  r'i 


, T/lif.  Ji’i  ■■ 


■ •..  V’?  .V 


•»  l» 


*^!-ii;»*  *i 


' fi  t M..  _, 

V f,'-::^  ' 

V'.* 

V '-ft, 


/ 4.  ’ -^’'  5 


■ y 'I<w  t i *.rt.t-fy“  t ' ■ J.'  - .'* ;■ p ,'^£;i.'  .u-'i*  v^-  ^‘'"^■ji 


(*.tlC--f  't.'  rv-ii-.M!*'-  :-r. 


V .*- 


PM  i*W< 

, 

-cx^j  V ■/  ■■ 

a;.\  .■  ,*  ■ •.  C-‘ff'.'  »»£m  o.?  9:2l.tJ' 


f -KV  *11  • 


• ■ >A  'X 


75 


advised  to  "run  their  eyes  a Ions  the  line"  as  fast  as  they  could  grasp  its 
{Beaning.  The  pupils  irere  urged  to  put  forth  their  best  efforts  to  read  as 
fast  as  possible*  The  Board  of  Sduoation  of  New  York  advises  that  pupils 
be  tirged  to  read  rapidly,  but  not  to  hurry.  This  distinction  without  a 
difference  found  no  application  in  the  present  set  of  instructions*  The 
pupils  were  frankly  urged  to  "speed  up"  their  reading.  The  reaervatiori 
adopted  here,  however,  was  that  they  understood  what  they  read*  They  were 
free  to  hurry  as  amch  as  they  could,  provided  they  grasped  the  meaning.  The 
highest  possible  rate  of  speed  consistent  with  an  assimilation  of  the  sub,iect- 
matter,  was  the  ideal  placed  before  each  pupil*  This  direction  had  its  basis 
in  the  conviction  that  such  a procedure  would  be  the  moat  prompt  and 
efficacious  in  breaking  up  the  existing,  slow,  plodding  habits  of  reading  and 
in  establishing  in  their  stead,  the  opposite  type  of  reading  habits. 

It  is  thought  that  the  above  statement  contains  the  essentials 
of  Type  I.  The  results  of  the  application  of  this  method  will  be  presented 
in  a subsequent  chapter. 


/ ' 


■■■  'i ' , ;•  <jwr 

S^.M  ■■<>«•'«»  k.«in 

f<A 

■ I ' ^ ft  -«■’**  §'  fc  1*1  ■ ^ ^ — 


•nod 


, -ji-i 

, ■**  J'--  ■ r^' ' 

'-»  • I i s*  ^ ‘ , 

#tdjfiMp<|  )Nk^9i 


^ ' ■ ■ - 3 / ;■.•:■  v;*-^  ■ mVH' 


•'sTvl  ..  . t>  -v..::’^'  .m-  ' 'wa ... 


'■  .•'i.  ■'  .V  ■■-r  -'w  iilit 


« 1 *)^-'.  . iW 


Ut. 


76 


CHAPTER  7, 

TYPE  II.—  TRAirJISG  TO  DSCR.^i:  70C  ALT  7,  ATI  OK. 

4hat  is  the  nature  of  the  so-called  "inner  speech"  of  silent 
reading?  Is  it  always  present  in  such  reading?  ’Thy  is  there  such  a process 
as  vocalization  in  silent  reading  at  all?  ??hat  is  its  origin?  Tnat  role 
does  It  play  in  the  gatherine  of  thought  from  the  printed  page?  Is  It 
necessary  in  reading,  or  ?aay  it  be  eliminated,  or  at  least  abbreviated?  If 
so,  how?  While  these  questions  are  of  interest,  especially  to  the  psycol- 
ogist,  a brief  treatment  of  them  here  will  enable  the  general  reader  to 
appreciate  the  significance  of  this  fact<M*  on  silent  reading,  and  to  under- 
stand the  raison  d*etre  of  this  second  of  Training  in  a study  that  aims 

at  the  acceleration  of  the  reading  rate.  3feny  of  the  above  questions  cannot, 
it  is  true,  be  answered  as  yet  with  certainty;  but  recent  investigations  have 
served  to  throw  some  Interesting  light  \ipon  this  rather  strange  and  Tsysterious 
accompaniment  of  silent  reading. 

DISiriNlTIQN. 

Huey’s  definition  of  inner  speech  In  silent  reading  as  "a  combina- 
tion of  auditory  and  raotor  eleisents,  with  one  or  the  other  predominating 
according  to  the  reader’s  habitual  mode  of  Imaging’*  my  be  said  to  reflect 
fairly  well  the  general  view  of  students  who  have  investigated  this  process. 

In  other  words,  reading  is  not  confined  to  the  visualization  of  the  printed 
symbols.  Concomitant  with  this  visualization  t'-'ere  occur  raovements,  more 
or  loss  incipient  in  character,  of  the  tongue,  lips,  vocal  chords,  larynx, 
loner  palate,  throat, and  the  general  physiological  mechanism  that  functions 
in  oral  sneech.  The  reader  goes  thru  the  form  of  saying  the  words  to  him- 
self. The  difference  between  the  inner  speech  of  silent  reading  and  the 


oral  speech  of  conversation  is  thus  seen  to  be  one,  not  of  kind,  but  of  de- 
gree-- degree  of  aovement  of  the  vocal  organs,  and  degree  of  sound  produced. 

HISTORY  OF  THE  STUDY  OF  ”IN??5-R  SPB5CH." 

While  this  habit  of  vocalization  in  silent  reading  and  even  in 
thinking  seems  to  have  been  always  with  us,  its  existence  does  not  seem  to 
have  been  consciously  adverted  to  and  commented  upon  until  the  second  half 
of  the  last  century.  Ribot  (44)  seems  to  have  been  one  of  the  first  to  have 
called  attention  to  this  phanoaaenoa.  Writing  in  the  Revue  Fhilosophique  in 
1879i  Ribot  observes  "L^homme  fait,  qui  lit  silencieusement,  accompagner 
chaque  perception  visuelle  d*un  mouvsraent  secret  d 'articulation,"  This  ob- 
servation occurs  as  an  obiter  dictu.-a,  as  Ribot  was  primarily  interested  in 
demonstrating  the  general  ifaportance  of  movement  in  connection  with  psychi- 
cal processes.  The  case  of  iimer  speech  in,  reading  is  cited  merely  as  a 
specific  illustration  of  the  general  law  of  psycho-physics,  by  which  every 
sensory  stimulus  terminates  in  a motor  reaction.  In  the  literature  in  English 
the  first  clear  reference  to  the  existence  of  this  habit  appears  to  be  the 
statement  of  Bain  (45)  in  1863:  "A  suppressed  articulation  is,  in  fact,  the 
material  of  our  recollection,  the  intellectual  manifestation,  the  idea  of 
speech."  In  the  statements  of  these  psycologists  one  can  see  the  fore- 
shadowing of  the  present  pragmatic  theory  of  consciousness,  in  which  the 
incipient  motor  tendencies,  of  the  type  .just  mentioned,  are  made  to  play 
stellar  roles  in  explaining  the  functioning  of  the  various  types  of  thought 
and  ideation. 

The  first  systematic  treatment  accorded  this  process  seems  to  have 
come  from  the  pens  of  the  French  psycologists,  Egger  (46)  and  Ballet  (47)» 
Relying  on  Introspection,  Sgger  notes  the  constant  persistence  of  this  inner 
speech  in  both  his  thinking  and  reading.  The  latter  he  thus  aptly  describes. 


V*  r 

r- 


r- 


t->!  *''■<  w^,lTi 


;*  rr  r > ■ u 


VTTiC::-  . ( •T‘> 


'fr  f,.' 

«-,r,.M.ot.  -.  ft'W  . ...•.■r,  ..J  » ■>!><-•  ft;.*  -c-  ;o  -®«'? 

. Jl'  / , . • '5/  . • ‘ ‘ ' '■  '*^ 

• . . , ',*  • V ^ '.v\  ’,*  '.■  y ...  - 


,u  now  ill*  30i0.«  '!  Hi.  « oM*W 

s ««>.V  Bjiw  04  Kuoes 


‘f  ' '‘"I?’...  <V 


! J 


. , ( 


...  ■ ♦ 


‘fo.  iiif'”  •■'■  J6-1-V0C  Jfir,»',:rvi.w  ;af'  p -©Uoi^siv 


. ■ ,...•;.  ,...  ! i ■.-.ii.-IA  "•»««««»:  «li5'  •• . 8f«.«0S>O-*q' 't/Jf' 

re  ^iii. * “■‘‘  -‘•■‘***''- 


-i»oxi-p-^»n  "M  -ti  t4«-i5o»i  .».-4..io 

t iii  i,-K,<uto*ii^ah.  ft*.  ..■a>:45oa7|')<Ho-i.»  r.i 

;,;  ..iS  -oJ  3'ire.,qs  ,4l4^.'  <?4  tor»Wl*Bj’5»X»  J»liS 

I-  .foil'  -i.XS^UX  ;r.i4'.!wX4«'  US!;o-7.,<|i-«'*i-  '.iaii  .-.i  i<'^5);.aioS.  io  4«»oeji«e.. 


ri ... 


."  . W ; ,oi>W»JIoo.r.i  oto  So  ioi-iejic. 

\ 


V :q  r.i  il-  •-.  ..*i::-.  ^nj  y.0-  wo»  <ta&uiiast 

1'.  ■‘A6'i,i  C''-i  to' ac.;i..cli«ju.-i‘i  4«j  • wlq.’4*»  At  B^-i.o*i  :*4»X|«^ji 

■®  ■ ■ ii/f  • y", 


r«.j  i/  ...  V 


V.V 


"'■■^  . ... 


'"  AVuV. 


• •,  •. ’J  ..  xJ,  .i-ix  *».■■» 

^ ..  .-  '-jj  ;:i.,Vv''>v4j  ....  ■••  .?i.-6‘ij  ■•'..t  .Syi’ ■' 

'.,■  •'  ■•■•••*  ' . ,rvr  . 

. ..  ..  ■ • I f.3fc»y.|  r=rJ  ® 

. V r ' X ^ > . .....  i * 

■<  ‘ ' *>  .X-  ' ' ' ■ ' ^ ■-  .’ 


8;  a.. 


fnc.x 


ft8  quoted  by  Pintner  (48);  "Lira,  en  offet,  c*aet  tradulra  l*acrit»ira  en 
parolai"  and  af  thinking,  ha  says,  "A  tomt  instant,  l*ara»  par Is  Inieriaureittent 
60  pease©."  Ballet  calls  attention  to  th©  additional  factor  of  audition  in 
reading,  pointing  out  the  intimate  connection  bet;?e9n  th©  articulation  of 
words  and  the  hearing  of  then.  Vhether  or  not  audition  always  follows  on  the 
articulation  of  words.  Ballet  does  not  state. 

Sc«Mwhat  more  positive  and  dogiaatic  was  the  conclusion  reached  by 
the  Gsraan  psychologist  Strieker  (49)  that  It  was  impossible  to  have  an  idea 
of  a word  without  ©xperienelng  the  sensations  of  innervation  arising  from  the 
stimulation  of  the  articulatory  muscles  in  inner  speech.  For  example,  it  is 
impossible  to  have  an  idea  of  the  sound  of  the  letter  B without  feeling  an 
incipient  muscular  movement  in  the  lips.  As  he  himself  expresses  its  "Bio 
Vorstellung  dea  Lautes  B und  des  Gofuhl  in  der  Lippen  sind  also  in  reeinea 
Hewusstsein  unzertrennlich  assoziert. . . .Dies©  Gefuhle  sitzen  in  don  ’-^uskeln." 
Indeed  not  only  are  sensations  of  aiovementa  In  th©  articulatory  muscles 
inseparate ly  connected  with  the  letter  or  word,  but  the  consciousness  of  these 
muscular  movements  really  constitutes  th©  idea  of  the  word.  Since  Strlckor 
supplemented  the  results  of  his  own  introspection  by  questioning  a hundred 
othor  observers,  and  finding  similar  results,  his  conclusions  aasume<i  the 
nature  of  generalizations  of  a rather  universal  character.  To  the  qtiestlon 
then.  Is  Inner  speech  necessary  in  silent  reading  and  even  in  thinking?, 
Strieker  answers  unequivocably  in  the  affirmative. 

Stuapf , Paulhan,  and  Baldwin  agree  with  Strieker  that  abridged  ar- 
ticulatory move-ments  are  usually  present;  but  that  they  necessary,  or 
even,  ^ faeto,  always  present,  they  deny.  Pushing  Strieker  s theory 

concerning  th©  necessity  of  articulatory  raovements  to  secure  the  idea  of  a 
word  to  its  logical  conclusion,  that  the  idea  of  a tone  imist  likewls©  be 


■A?/'  . . < .V  1-/. 


<i  ■'  ■■ 


s',.i 


'X  !,<•'[ ' ■>  " 

-clsi 


!W|  Ma  ■'  “fW*  iT'V'W  i.  ?^,. 


■ ‘'  4'feTt  >v’4 1'  '?^,4r  44-.,..^i.-if«i'f'^ ' V ■') 


» ,j?t  *'-  .*  i^  P-J 


-■  - !»fi  jjo 


-m!y 


■>.*  wiiHO  a:"' '■  ^'''i•^•i^||-!  ii’kMi-! 


...  . .^,.  , 


I.  »■<■» 


lr,'^xci4‘  i:W-;'.  ',T?§’'V’  W'^ 


■ . tTTi 

, ' • ivj*#  lc::r' aap.'V'  ^ ^ 

, ' V.%-''  .S‘/;  ■ 

, , ■ ‘ ' £V 
•'■T 


> ,i . ' ; <;“j 

<fj 

• n*? 


I 1*<H  i'VrV-  r..  *,a7A«'  . f*  .-  '.!•  , - - ,4^^  .,  1.  ^ 

■ .1  ' . .V  ' 'j  . Y:;-  ;'  ' ' ' 

'■*  i-'.-i'.-'  na.  ■•  ."■  '•«  '«'  ' --‘-  -'  ' •■'«■'  >•  - ■ * > ■ av,  ■ v^l' Vi.?  ^ :?  ,iX 


' ■ tw-fT.^:'..'- ■-  ■ ■ ,•  t ■■  ■ ' ■ . .••  •■  . ‘^.  ,;  , 

' ' ■■'  "'■  ■•  ■•"••'  ait'-a"  - 


v-''.'f 

:-| 


rv  , 


.■'•■  i 

»t 


. i<  ^ 1 €xjkif'''0  ' '/( '£^C5 ji'  ', " • .*  ^ -*'3  2 


: '*  '■' ft /!•'■; V-»  .. 

i'  . ' ' 'tv.'.  ..  V'"  V r-  . y V ■,  ■•  'V:  '.  ■ , 


" ‘ -j  f j , V4 


■■  ' • . ..  . ■ , 1 .-  ','«■■■  ■'  ^k-‘''-,\Vv&Yx^ 

i > y/i  V . ^ 

.'''.,  •v’''.v  ■■  .;j'  -■•  ‘ ■ ~ "■=**■/  r '* 

Ilka  ^ 

i'-'i'tJiM?  i %■ 


i."'  , ■'  , ■•  ii'  ■■  '-■■  . :v,-,  ' "'A  . 


« 'vy.  " 


4 •''•■- 

i..r 

m'  I 

.;ia  , 

1 , 

S '■,  V 

7<  Lj^4‘-i4rt> 

’ ■ ‘ ' v V ;■“  ^;f  “ • ‘ 

y '■.y::‘v.  ■■••«' -,v 
:.  ,V'  -t 

‘ iT7..,. 

Vn.  , 

» < 

•«*^3l'-: 


niWfc*:* 


•0 


1,  ' • 


**t;. 


■•  '•fr'-'- 


j»  ,♦'.  ; ,'•■■.  i. 


= ♦ 


f.J  t '.’  .fi(/w  iiws 


•ff 


' ‘ 4 .-.jf  .t-<j  *'i  «,  ■ ' 

...  '■ 


a 


v*r-: 


'.•i 


1 .i*,'  • 


''^VC 


79 


lapoaalbl©  without  th©  corresponding  articulatory  ajovoaents,  Stumpf  (50 ) 
endeavors  to  refute  it  by  citing  his  own  ability  and  that  of  other  nusicians 
to  recall  a tone  without  caovooioni  of  the  articulatory  imsoles.  *’0hne  lautas, 
leises  Oder  atillea  Singenkann  ioh  versohiedene  Tone  voratsllen*’*  Paulhsn 
instances  his  ability  to  have  an  a^iditory  iaage  of  one  vowel  while  pronouncing 
a different  one  aloud — an  Impossible  perforsnanee  according  to  Strieker’s 
conclusion.  Paulhan  points  out  that  Strieker’s  conscio»ss  advertence  to  the 
articulatory  movement  was  probably  instrumental  In  causing  the  movement. 

While  previous  writers  had  called  attention  to  the  close  connection  between 
the  motor  and  the  audlt<Mry  elements  in  inner  speech,  but  had  given  no  definite 
answer  as  to  whether  the  one  could  exist  without  the  other,  we  find  Paulhan 
{51)  stating  that  the  auditory  m.y  be  present  even  tho  the  motor  bo  lackit^. 
Whether  the  motor  element  may  exist  without  arousing  the  auditory,  Paulhan 
does  not  decide.  Differing  somewhat  from  Sgger,  he  maintaine  that  thought 
is  an  inner  lanjtuage  which  need  not  necessarily  be  converted  into  words  or 
verbal  imagery—  ”la  pensee  est  un  langage,  non  une  parole,  «t,  si  la  re- 
presentation des  mots  lul  est  utile,  elle  parait,  da  son  c6te,  faoillter 
boauooup  oette  representation." 

In  general  consonance  with  the  conclusions  of  ^ulhan,  Baldwin 
(52)  cites  his  abllHy  to  image  a note  while  in  the  very  act  of  uttering 
another  vocal  sound  in  a different  pitch.  ?fo  does  not  find  the  movement  of 
the  articulatory  Jipjacles  a necessary  condition  for  the  imaging  of  the  word-- 
the  latter  being  produced  even  when  the  articulatory  muscles  are  hold  rigidly 
motionlesa.  Baldwin  states  that  when  his  attention  is  withdrawn  from  the 
larynx  and  directed  to  the  ear,  the  movement  of  the  former  disapoears.  In 
view  of  the  faint  vestigial  character  of  the  move'seot,  however,  the  question 
might  well  be  raised  here,  whether  the  movement  really  disappeared,  or  whether 


8o 


it  was  merely  not  perceived  because  the  attention  was  withdrawn  from  it. 

In  the  writers  judgment,  the  latter  is  only  too  probably  the  case.  Bastian 
(55)  Collins  (54)  oppose  the  theory  of  Strieker  and  Bain  on  more  purely 
anatomical  evidence.  The  latter  instances  a case  of  cortical  motor  aphasia 
in  which  articulatory  movement  was  entirely  lacing  tho  the  patient  was 
nevertheless  able  to  read. 

In  an  introspective  study  of  his  own  silent  thinking.  Dodge  (55) 
found  inner  speech  was  clearly  present.  Reproductions  of  movement  sensations 
from  the  various  organs  that  function  in  actual  speech—  the  tongue,  lips, 
throat,  thorax,  etc. — seem  to  constitTita  the  essential  elements  of  the  words. 
An  interesting  distinction  is  drawn  by  Dodge  between  the  sensations  coming 
from  the  actual  movements  of  the  organs  of  speech  and  the  ideas  of  those 
movements.  The  latter  Dodge  maintains  are  indispensable;  the  former  are  not. 
Bawden  (56)  supports  this  conclusion  also  maintaining  that  kinaesthetic  or 
motor  ideas  suffice  to  constitute  the  meaning  of  words,  even  when  actual 
articulation  or  movement  of  the  muscles  is  absent. 

Thus  far  the  psychologists  had  relied  solely  upon  introspectivon 
to  detect  the  presence  of  articulatory  movement.  An  effort  was  made  by  Curtis 
(57)  to  remove  this  matter  from  its  complete  dependence  upon  the  subjective 
factor  of  the  subject's  own  introspection  and  place  it  upon  an  objective 
basis.  Accordingly  he  placed  a large  tambour  on  the  larynx  of  tho  subject. 

A record  of  the  movements  made  while  the  subject  was  thinking  or  reading 
silently  was  compared  with  the  movements  made  when  the  subject  was  relaxed, 
thinking  of  nothing  in  particular.  The  curves  of  the  former  were  much 
larger  than  those  of  the  latter.  Following  this  same  mode  of  attach, 

Courten  (58)  at  the  University  of  Yale,  employed  a Rousselot  exploratory 
bulb  which  rested  upon  the  tongue,  and  was  connected  with  a U&T&y  tambour. 


» »•'•«  vm^9 ■■  ittJL5.23Sty t-i-« 


■,„y^  ' ' ' • ‘ ' • • ■ ■ 


s,.  " 7 ,.,«.  ...c  iii.-^  (,■.,-  'loi  ^'•>.0  '•V’' 

^ , :r  • - i?-  ^ r‘  »•  ivi  • . SJ  /<*  f‘.S  - ' '.  ^ , r' , . 

■;■/  ^■■‘4  ■ ■ ' ■ ■s.A’Vi'.’ ■..•'■  . •..-:  '-?■'>,  ,^-  ■ . ■■  ■ 

!■  A.>  ■'*  t ..  I ^ ti.  M M 


- . .,  '['  .,.  jl  '•iO->  “-C  ■'  vfiri//  ••  t. 

:■'*■' ''"f*  ^ ~jiv"  ■'  ' • " ' •'■»'•%  "-s'.'  •■•••'.  .*■••  V •■.,•’••  , • : 

:hj.  ■ ^ %':t  ■ » **■  ‘ '*  ■* 

'A,' v 


....  J,«'V i MC* ■ <>»"  • 

r'?'* ,' ,.i •,  ■.  •■  / ' ' ' ' 


- ,,‘'W‘' ' •■ 

f:?v  ; , ■ ’ • i ^ . ■ - . ■ ' 

* ■ ' ,1  ^ M i ’ ■'  .'■ 

« 

■^‘  r^sc-f 

. - ..  - ■'"  ■'.  - > 

. r‘  M 

• ■ ..V,  . ’ •-/  ij 

' ■ ; crjr  ,5''v  I'.* 

r.  /v,v  v'i  . ■'  ■ ; *’■'  ■ 

I.- ■ 99  ii»  , , 

. ' ' • ti 

-Ai  • ' 


r«Ji  -c  : .-ro  ■ ‘i-;» -'»f  ‘— 


.»-»  Yi)Vr  R’''-*  *v>' ' 1 c ft-'-:  ’J^:4  ^i£»J  <,3>  «•.?»<. 

' '■  ■ ■ 'V' 

5i!v':\-tv.«s.»  •■■f/ntHf  <»  ‘ 

4 ■■•  ' '■•■  ■ ' 


afS4.c.;.  > '4  ' 

^ ,..  .V  - . ' , V ■••■:-■  IS) 


•^;  ,;.JB  ' '■  '*■  r. 


♦■'4'-^'  ‘i’’  ■ ' ■;■  :-'7.:--  ■ '■  • •'■  i 

■.'r  Vv'^,  .,  > ♦■■,'  •■•;»'  ■?“■••;':  ri.?  ■h9i3>9m  iNt>  '0  ^ 




,'r'  ‘ -1 


■'■  ■ ■ f •4''V'’^y  '.  i -'■  ’ •'.  ■'  ■ ^ \ •' 

S' S’:.'.  ,lf  . •;  , .'  ’’.■'''  ,.’ 


' '•>•■,••••“  '•  • ■ ;•  t ■ . ^ t . ^ '•  , ' 


M ; 


' ' <N  ' " •'  'ft.  . ■ I 

■• '>.-3  •''■•.■■  -j/vj-i'.  r.-;’ ''  - - •'.v'v,vr.:<  -1;“'.  * i '.  ■ ' ,' f ■ j.,,  ' ■'  uf- 

. ' -fli.  - ■ ; ’ - ■-'•>  ■ ' '.  " 


V |L‘  I r ■ c>i 


, ^*w</  r- 


..J  ; 


81 


Sines  tha  tongue  is  one  of  the  important  organs  called  into  play  "by  articula- 
tion, 8 record  of  the  movenient  or  non-raorement  of  the  tongue  vould  throw 
scKaa  light  on  the  question:  Does  a suppressed  vestigial  articulation  always 

accompany  silent  readljsg?  Courten  found  that  the  curve  of  moveinent  varied 
both  with  the  individual  and  with  the  degree  of  concentration  in  thinking 
and  in  reading.  In  every  case,  however,  movenient  of  some  sort  was  clearly 
recorded. 

From  the  above  mentioned  objective  findings  two  inferences  would 
see®  to  follow,  (l)  Too  much  weight  should  not  be  placed  upon  the  report  of 
a subject  whose  introspection  Is  umble  to  detect  a alight  trjovement  of  the 
articulatory  auaclea.  (2)  The  absence  of  articulatory  movement  In  so!ae 
degree  or  other  does  not  seem  to  be  conclusively  demonstrated  In  any  indiv- 
idual case. 

^Thile  the  articulatory  movofnents  that  occur  in  thinking  and  in 
silent  reading  are  usually  of  a faint  vestigial  character,  there  are  occasions 
when  the  articulation  becomes  very  pronounced.  Hansen  and  Lehmann  (59)  have 
shown  that  when  the  subject  is  thinking  very  intently  of  some  name  or  number 
an  unconscious  whispering  usually  occurs.  Tho  accompanied  by  no  perceptabla 
movement  of  the  lips,  the  sound  can  nevertheless  be  distinctly  heard  by 
observers  when  the  subject  is  placed  In  especially  favorable  acoustic  condi- 
tions. These  experimental  findings  of  Hansen  and  Lehmann  offer  corroborative 
experimental  evidence  to  the  observation  made  by  *gger,  in  1331,  that  there 
are  certain  mental  states  during  which  the  Inner  speech  is  especially  vigorous 
despite  one *8  best  efforts  to  cheek  it—  occasions  when  It  Is  impossible  to 
* fa  ire  talre  notre  pensee." 

A^ter  reviewing  the  literature  on  this  subject  rather 
exhaustively, Pi ntner  conelutdes:  "The  general  result  from  all  these  experiments 
can  be  summed  up  by  saying  that  silent  reading  Is  aocanpanled  by  articulation 


<1 


^ ’ ^ ■'I.' ' T''“ 


vf  J«Vl'«lfcCR 


i.'ijs,''’  ; .vf,' 


'f  , 


4.,.  ■ ;^  j,-,.  ..•  ;-:j ■■  I'S  ‘ :'  }, ’/''• -v  . , 


*n*» . V0W'**.' 

-.:  ,''r'^'''.  ■'  ' ■ 


’ ' >’.y  ■:.■■■',’■ 

:>  e<^>4A  ■ ■■ 


r:  r^- 


'\7*j;'-'-  ’-•■i'’'.'  7.-'.'  - ■■  •■  • ’.  ' ■•  /;i';.  •.  V 7 >:  ’ A,  r'i'  ; 7'*  <i»  ’ t ■:■  ■ 

v;>5  -,-  v >.'  ;•  'c  '■,  ' ;;■  ■ ■ .,.;.^T 


:.''V.-?#tA'\:'i;;’  '■  A ' -■- 


.■  ' 4 >/f  4 rM;i. 

M 


* ''•!?  '• -V'  ' 'iV"*'  I 

,..  ..  ..^  v,7  ,'riv  ♦ ■ "■•'-■  •■  •.  ’■•4 

: . .'  ..  .•  ^ ,'■'•••  , ■ . . -**/■-  ■’ 

,!•  ■■  ■ " ^ >J.- 

' ' ■ • ' . ’'■'  '.'  ' ' , ' :'■  ' ' , , .'  A , • , . , ',  ■ ■ ^ '4 . 


'■■  lA'  t''v  . 

.,  ;V  1'’ ■ ; ''.  ;V‘'"i'  ;.'’ 

. ' . •>  .■'.•■  ■ >v 

•'  V 

•-  ,'i  , J'  "■  , 

4f^'4V 

■,  - ■ ■';  -'i..'.^ '.  ■':-  ' ■:' 

^ ? 

..'•5f.  >»4rt.*t'..-'  4-<Mf  . ^ 

.‘  V .(’■ 


Si"  • »■•" 


'■  J?  » 


■ .;■;  ‘ /7 

,.-.  V f , V. 

'',rV. 

- ' ,.  '.’  ,V  ' 'f  V 

■ 4 . 


I A 


>^iSri  a XW  '4 


f.  r 'Ai-f 

- '.  ; .'"  " ■ ^ " ’ ■'  ^ 


8.2 


In  «o«9  d«gr««  or  oth-sr.  Thla  activity  of  articulation  is,  bo  far  as  m 
know,  a universal  habit.  Aether  it  is  a necessary  habit  is  another  question." 


ORIGIN  JiiBIT  ^ INNSR  SPEIICI!. 

Before  investigating  the  latter  question  it  would  seefji  advisable 
to  consider:  ‘^Hiat  is  the  origin  of  this  habit?  The  answer  to  this  query  may 
throw  soine  light  upon  the  former.  Is  articulation  In  silent  reading  the  result 
of  a habit  of  associating  the  sound  of  words  with  their  visual  appearance, 
which  habit  has  been  acquired  thru  the  process  of  edxicatlon?  Or  is  it  more 
largely  an  inherited  tendency?  To  this  question  Quants  (26)  gives  a very 
definite  answer : 

"Lip  movement  in  silent  reading  is  not  an  acquired  habit, 
but  a reflex  action,  the  physiological  tendency  to  which  is 
inherited.  It  is  not  ^second  nature’  but  essentially  first 
nature;  not  something  to  be  unlearned  but  to  be  outgrown. 

It  is  a specific  ’nanlfestati on  of  the  general  psycho-physical 
law  of  ’dynamogenesls  ’ by  which  every  mental  state  terjris  to 
express  itself  in  jaascular  noveraent." 

^ong  the  considerations  which  Qusntz  adduces  to  support  the 
above  statement  are  the  following: 

(l)  "The  child  in  learning  to  read  does  not  learn  to  move  his  lips. 

Th-9  lip  move’sent  Is  most  decided  at  the  very  beginning,  and  grows  less 
so,  as  be  becocaes  conscious  of  it  and  controls  it  voluntarily.  In 
learning  to  write,  also,  the  child  moves  hie  tongue  and  the  museloa 
of  his  face;  sometimes  even  hie  feet  or  his  whole  body.  But  ho 
afterwards  finds  that  this  expenditure  of  energy  is  unnecessary. 

It  Is  brought  under  control  when  the  writing  Itself  becomes 
partially  reflex,  leaving  the  higher  conscious  processes  ntore 
free  to  attend  to  the  Inhibition  of  these  lower  useless  ones.  The 
same  act  is  then  perfor-oed  more  exactly,  more  quickly,  and  with 
less  exhaustion.  Similarly,  lip  movement  is  an  unnecessary  expense 
of  energy--  not  only  useless  but  detrimental, 

"(2)  In  the  answers  to  the  ’personal  sheet'  tnany  persona  say  that 
tho  not  habitual  lip-movers  they  do  move  their  lips  when  giving 
very  close  attention,  or  when  reading  natter  which  Is  very  difficult, 
absorbingly  interesting,  or  highly  emotional.  This  neana  simply 
that  we  regularly  Inhibit  these  vocal  reflexes,  bit  that  when  our 
whole  attention  is  given  to  the  thought  under  consideration  the 
watchfulness  over  these  motor  tendencies  Is  relaxed,  and  they  find 


. -.•’’‘a 

• V’'.  -■ 


(i 


'm  If  ^r;r\ 


:■■)  ’.. :'■*•;  ;v,^' 


?ii..  'i  y ^ .:’I  -fif  13* 

/ ; ■'  > 'v  ;;  V'  •-. 


"■  \ 

■>t';:.'v":, 


'■  ,;•' j,'  i.r?' ;'■^ ,c'>y  . , '■  '■'■  ’ 


^r'l  N'  Ki'  io-  .* i *'  (c<*  ^*-<i  ,■' ■ ’■'* 


3 


. vt: 


«J,; 


""  ' ' '.  "’  ■,  •.;'  4 ■ . ■ ' . ' r ■'  ' 'f',.  ' y.  ' ■ _ 


Vi  '■ 


' -T 


■- 1 ■ ■ ■ ’ ■ ■ ^^  ~- 

■ '‘  ■',  ' ' • . . ■"■. '''t-jiSr' 


‘■’.iv  ,u*  ^Qj'v  ^iv.4 '■‘*'' ■ ■* I ^' ■>■ •■■i-f' 


■ A'  '*',  ,.  ^ !•'  ■’  ' 

Sk  < 

, f*  ’■  .f^y  y't  ; , ,y 


"y.~ 


/ .4- 


-■  f:,':;  ..:m 


.'t  ~ 

'5:/4v4.  4 

y ''^'■’ry  ' - '■ . ..  - ■.•'•  -.  ■ ii*«-  -fl  f s . ■ .'» .^1  >‘„ 

S-  ^ I . ')  * 

.;\  -4  ••  •|«.*V  •'  ••■?•■  *;■  ft ^ • 

j ■ '.  '.'■ , _ 4'  ■W . *.f  ^ ..  ji'% ■; '•■  .‘rv. 


'■  'V  .’  ‘ , yi-\  < f'.'  ' i.n  ,■- . 


'•■  ttgrv-^fr  ‘.>v  * ‘j(  '. 


■ VT‘, 

' I V.1  ' ► * * 


n't  *'!<■ 


f*'" 4;  ■ j.,  . ■•■  ..  4-K~  . .■••  .**' n 


/;  ■■  -r  -i: 


\X 


. V ’ ' C‘'  •*.*'4.VSt 


. y «.  .. 


^ * V.-  . • ■ :oA  ?>  ' i'. ' ; 

■'■'  ■'  -^..4.  '■•  . 4 - : ••: I* : jjiSirv  .Htfm*.  yjuyfih^  jo^.'  7^S  •' 

■>  ,/'•  - **•’•■  ,■ . , . ■.  ;■«  ,■  . . ..;•  s '"W  .f-Vi*  “4' ' 

»',  • '■  '‘V  "'  . '"  ,• t ' '■  • . ‘ f m 


...  4‘  tfi 


',  V,'.- i''r  ■ .f  ; t i'fc?  *•  n'^'.  rv-’’,-  ^ '->5 

,..  - Vy'  4 ,/..'-v*4.  jsp.f  t ^ ^ ^T'"' ■ '* 

j.  - ' » .. „,  4 ^ . , . , ? „ i A^'4,,.  w 1 - - ,;■  l.fv 

4* 


4tT4 


k'l*  ,* 


*.!!L 


. • '»■  '•/!  ...  "iW.  «ff#il.r  "i  *!(«»«’ -A '«>.-•  «.-■  ‘«.ri'«r, 

..  s.*  >ft  '■>••» 


flrxpreaslon.  t«a’3  to  ’think  when  pra-occupled— 

not  only  llp-^ioveaont  but  actual  speech  is  unintentional. 

It  Is  true  also  that  these  iapulses  to  ttocsI  aowement  are 
stronger,  and  hence  more  likely  to  find  an  outlet,  when  the 
corresponding  mental  processes  are  raore  vivid.  This  follows 
from  the  general  principle,  sot  per  ia^ntally  demonstrated  by 
Fere,  that  ’the  enerjiy  of  a moveiaeat  is  proportional  to  the 
intensity  of  the  mental  representation  of  that  movement,’ 

"(3)  The  stateaient  that  lip-aiovement  is  ’natural’,  ajid 
reading  without  lip-movefnent  an  acquired  habit,  is  entirely 
in  accord  with  mental  laws.  The  development  of  mind  is  not 
only  in  handing  over  processes,  once  conscious  to  the  control 
of  the  reflex  mechanism — as  in  walking  or  playing  a familiar 
tune  on  the  piano—  thus  leaving  consciousness  free  for  the 
acquisition  of  higher  powers  and  the  performance  of  tasks  more 
difficult;  but  the  interc’iange  is  also  In  the  opposite  direction— 
originally  reflex  processes  are  frequently  brought  under  the 
control  of  the  higher  consciousness,  and  inhibited  if  they  are 
considered  useless  or  detrimental,'' 

The  explanation  of  Qtiantz  and  the  considerations  advanced  In  its  support 
seem  to  possess  a certain  amount  of  plausibility.  On  the  general  psycho- 
physical theory  of  dynaoogenesis,  one  would  naturally  be  led  to  expect  some 
fora  of  motor  reaction  to  the  aeatal  processes  involved  ia  silent  reading. 

The  question  might  be  raised  here  why  this  reaction  should  always  take  the 
specific  fora  of  movement  of  the  musculature  of  articulation.  The  nexus 
between  the  mental  processes  involved  in  the  assimilation  of  thought  from 
the  printed  page  and  the  move:nent  of  the  larynx,  tongue,  vocal  chords,  lips, 
and  the  general  physiological  mechanism  of  articulation  does  not  seem  to  be 
per  ae  an  obviously  natural  or  necessary  one.  Why  does  not  the  motor  ro- 
aotlon  take  soma  other  form  of  outlet  - the  movement  6f  musculature  other  than 
the  articulatory?  The  theory  of  dynaaogenesis  might  explain  the  presence 
of  some  fora  of  motor  reaction  to  the  mental  processes  involved  in  the 
interpretation  of  printed  symbols,  but  taken  by  Itself,  it  does  not  seem 
sufficient  to  explain  why  the  reaction  should  always  take  the  form  of  articu- 
latory moveme.it. 

In  the  writer’s  Judgment,  it  would  seem  that  to  explain  this  latter 


'i 

*i  \ f” 


,.i  -y^cw 

...  f , ■ -!i 


■ . V 


i.' 


<{-Ay  '■ 


. ^ ^ < ***  Tj 


■f  rr^'-  V-^‘  o**'  , 


;.  -*5»  ’■••'.  »••■'■*  -•■‘.'  ■>  ' • ’ 

■'  '.'fj  ■ 

.f:  j - ''  • ■'  C'''  . V*.  ' ■ • 


. • ■.  .¥/ 


y&tS'.- V . i"  ' •:'*■  •■■■^■',  ' )<  f ?.'i-y" 


* ; .ft'.f  •>/  . .:  ! -?|*M 

iy-^  Tte  ,,  . ' •; ' • ^ c _r 
. t ^ , r I ^ 

■■  js,  Li 

j: 


....  ,,-v 


f ■ ' ■ “.  'i. A'  ’ i»»* »y|*  ' ‘ 

• » ■'“  4'  ■■  ''  ■ ■ ■'  ■ ■>  '•  ■*■ 


,v..  !.-:v/>>  - 

» 1 : 

• . jf  1 * 

. ('A 

■ r ’ 

»i*  • *T.)  t5^.*  • 

,-..  4>L 

''-•Jo' 

■ * '\-v*** 

■'  "4- ' 

• }*ii 


'.'O’ 


' ,.  . , J'-  ■*•  ixov'l  f '’ f <'.A  trf/-  »1 

I V if*(  ■■'’’•■  -*:'s  V”.'  . ' . , 

b ' ■ ' " ' ■"" ' ’ 

^i' 


' 'a. ■■  .,  f ►' 

f ....•■''■a'"  ■ sT'*:'  r 


yy  • .,-♦!*■■/• 

-•^■■■»  ’fC-/  i;  .•6.^f  r)fc 


• -t- 

-.-N  v-.,v  ■■'-•-si. 


i -'?<•.>  -‘  ’■yiS'Sip/ ‘-v^.J 


I A.' 


a'A-C.  ^''"• 


’ - ’*  j 

■•,,  f •■’  • -V  - 4'-  ’ '*' 


F, 


' ■j'  . 


i-v 


•oAov  m«r'^ 


?-.,-i'.bi,  i--C'.#A  '>l 


■ ■ Y 


■ ■ ■ ' V •(*  1,  ■-  T ' * ( ■ , ‘ ' ' 


• , •'  *.  ' ^ '.  • ' . • \ '•  •■  *K'-, '.  i- 

. . r .■  ^.'*- 


'•t  'J': 


f ' .5/  , ■<aM‘£  9i  ,-J>^ 


'li  -' 


.'•■■  '] 


^ .. 


•1  ; 


ft.  . .- .^  >,.'■'  . . i- 

' • . s,;  ‘v.  l.-y  ■ ■■i  . fi  '..  I V K..  ,:J'- 

. y ' ‘ 0 v; 

* - ’•»  ' • ^*"'V 


•V' 


* T } ; S .* 


■ , . . . , y.  . . -f; 

‘x, 

■ry..  >■■  i h>-\  vf^ 

'.>■  ■ Ui  '*  ’ 


» 


i ■ 

A tfi 


8i4 


oonnaotion  between  tb«  interpretation  of  printed  symbols  and  the  irmer-vocal- 
liation  of  the  symbols,  recourse  must  be  had  to  the  acquired  habits  of  speeoh 
and  oral  reading.  The  pronunciation  of  words  is  learned  by  the  child  either 
thru  unconscious  Imitation,  or  thru  express  formal  instruction.  In  either 
event  it  must  be  acquired  thru  practice.  Tho  the  physiological  capacity 
or  tejviency  to  speech  is  inherited,  the  actual  pronunciation  of  words  must  be 
learned.  Since  speeoh  is  acquired  before  reading,  words  have  meaning  to  the 
child,  at  first  only  as  sounds.  The  school  ties  on  to  these  sounds  certain 
visual  symbols  in  the  form  of  printed  letters  or  words.  T)ie  latter  gradually 
become  enriched  with  leaning  thru  their  evoking  the  proper  sounds  which 
arouse  the  corresponding  meaning.  The  association  between  the  visual  for®  of 
a word  and  its  so^ind  ia  stressed  by  the  school  in  the  primary  grades  until  the 
association  becomes  very  intimate  and,  apparently,  inseparable..  Heading  then 
consists  of  the  stimulation  of  the  visual  Imagery  which  In  turn  arouses  the 
auditory  and  articulatory  elements,  whence  only  the  meaning  is  reached. 

The  point  laide  here  is  that  the  association  of  the  printed  word 
with  its  corresponding  sound  and  articulation  is  consciously  and  purposely 
built  up  bv  the  school.  The  synaptical  connections  between  the  visual,  the 
auditory  and  the  articulatory  centers  In  the  nervous  system  are  thus  ntade 
deeper  and  deeper.  The  mental  asaociatlons  and  the  sjoiaptlcal  connections 
are  not  inherited,  however,  but  are  acquired  as  the  result  of  practice  and 
training—  be  it  conscious  or  unconscious  in  character. 

There  Is  no  intrinsic  reason  why  the  visual  form  of  words  must 
necessarily  be  associated  with  their  sound  in  order  to  convey  meaning.  It  is 
simply  a matter  of  econooy  of  effort.  Since  ordinarily  the  average  person 
deals  with  words  first  as  sounds,  and  continues  later  to  use  them,  to  a great 
degree,  in  actual  speech,  etc.,  the  school  simply  capitalises  the  stock  of 


V 

V ' 


■/  ■'  • My 


;i  • 


V 


ri».Ct' 


•;i'W  ■•’-‘Jiipi  . ; .•  S '.  ‘tv,"  is«ri>‘ v4<l*jsq.--.?*  ’r  f - 

■'  " '■  • ■ ' ■ ■ ■ 

y K^rf-  ' ■•“ '•'  :«• ’-wv  t' .•»•?'■•  • 


■'.  ( 


Ml' 


' ••;  -;.:/  tv-»r  ■ 7 > I-  ?'- 

. . f - '■ ' ■ ■ . ■ ^ , 


Vuf,  <;.;a  ,>  1-r^-  .v;<v"  wV.  >i  U'’*-  ' . 


, ' \ 


*0  .,-. V.'OT 


vR  '•.  • -s 


; 77. > ^ A-  A-rM 


>.:• . /■  i. *;.nv  •n.j.' •;i^!<,. •■  ‘ 7 .;  ■SJ-.i'  •*  ", 


' i.-  ’ I ■.-,••  ■.'>  * . ’ ‘ K 

'-y  ‘ /V  - j ^ .-  ■ • ■ ■ ' ' ■ ' "' “tiyil  ' 

■ ■ *'  ..  •■',•■,.  F...’‘»-  '.,■ 

J 

.'.;  • vi'y>; :..  ’ .■  k'  inn^r>  ^ t'Mm 


Vl -i;  >•  *•'. iV.y‘  .*  *ii  X"! ■ ’.'  ? .' 

/ - V ^ ;■"•  ■ . ' . ■ C '-  ' ■’ 

.'i^  .,  V:'.’  ’ 


*•  . > 

I 

^c£i-'!t^U-'rr  r :/f  ^ 


, jV-.  . . • '.•/•. 


, • <^  ' ' • ^ ■ '- 


«». 


V * ; .-^-T 


•'•nr. 


• ‘ .’-'iwit 


8^5 


n'^Anln^s  already  attached  to  the  sounds  by  assooiatinj!^  the  sound  of  words  with 
their  visual  fora.  It  would  still  be  possible,  however,  to  link  the  steaning 
of  words  to  their  printed  form,  thru  the  direct  raedlua  of  the  visual  inwigery, 
or  thru  the  tactile  channel  without  waployin^  the  intercessory  assistance 
of  the  auditory  element.  In  teachin?;  the  deaf  and  dx^b  to  road  by  the  annual 
method,  this  appears  to  be  precisely  what  is  done.  The  auditory  Is  naturally 
entirely  laoklnj;,  the  visual  imaf,ery  aloa^  with  the  kinaesthetic  being 
employed  to  convey  directly  the  JBeaning  of  the  visual  S5rmbols. 

SSoreover  Quants *s  statement  that" lip-movement  is  ’natural^  and 
reading  without  lip-movement  is  an  acquired  habit,  is  entirely  in  accord  with 
mental  laws*  needs  to  be  examined  rather  carefully.  It  is  undoubtedly  true 
that  the  musculature  of  the  lips  as  well  as  all  the  other  muscles  of  the  body 
are  gradually  called  Into  play  as  the  physical  organism  develops  from  Infancy 
to  rmturlty.  But  the  movement  of  the  lips  and  other  articulatory  organs  that 
accompanies  silent  reading  Is  not  s imply  noveiaent  of  a gener ic  character. 

It  is  the  definite  spec  If Ic  fora  of  movement  that  occurs  when  the  words  that 
are  being  read,  are  actually  pronounced.  As  Huey  well  observes,  “while  the 
Inner  speech  is  but  an  abbreviated  and  reduced  form  of  the  speech  of  every  day 
life,  a shadowy  copy  as  it  were,  it  nevertheless  retains  the  essential  charac- 
teristics of  the  original,"  Now,  while  it  is  to  bo  admitted  that  the  movement 
of  the  lips  and  of  the  motor  organs  is  natural  as  the  organism  develops,  and 
while  some  form  of  motor  reaction  to  the  various  mental  processes  is  to  be 
expected  on  the  psycho-ph'v'wlcal  theory  of  dynamogenesie,  the  peculiar  specif- 
ic form  of  the  lip  and  other  articulatory  movement—  such  as  occurs  in  actual 
speech—  la  still  left  unexplained. 

The  explanation  is  to  be  found  not  in  the  list  of  inherited 
tendencies  or  connate  reflexes,  but  in  the  acquired  habits  of  the  individual. 


'f  ■ ':  '^*,''#T, ' 


'ry. 


t 


■I.».‘‘*'^->.'  \ttn 


i 


.1  •?-'■' iC  ■.  i 
' i vtn?r>  -f 


'#W' 


4' 


■ --.o'- 

f >; V- 


\> 

%'y 


± ' V-  . . -HI  1*4  -■•ftv/  ■;i(«'f.f''#v»;;'<.V.^^^^^ 

. i;.  - ,,  -.  : f-.j'  ;•'  ‘ ^ ^ 

.V^f  •’■r  "rt  Xl'/-*'  **»  W.'5/I' *»<'  V 


f r;  4tV'^ 

, i!fr 

’’ipiil'j  - 

. 

, , ffS 

'F  ' ' ^ 

l.  ' ■ Wl  ‘ l\ 

[vn^:  r:- 

, “ j!  , < . ^ 

r'  V,:,  ,yi<f  , -•;, 

j!r 


i:^kt  y.  't.'  ■ ‘ : 

h. 


, ja:i'  %i  ji*i.^.i< -'-fc-'*  >-■  , 

*P  >■ 


, " ' ■ .,■^  ‘5  w '' 


. V rf  * *'• . G i-c ■ t ‘‘I 


^ ff  ; *-$\XcJ'(^>i  Jtid  V (iil^  ft  7c5i!A>- 


,v  T'.'  '{'.i-S  "'■‘f  ,;  •'■  I'/'i 


V . rV'  ’f 


4,'  i;t<K|«^*< 

T(-r  , ■,  ;■  ' 'v^  '-  ’•  ''■)■!'. 

' ' I?  <r''<^i  ’fvrf'^r 

^ >■  ■■  »• . wjj  ■ ' • 


f ,9-  W4. ' 


u 


ft'  V/-  vv'.'i'*''';n'j,  ■ j/'v  '^1 

€,'s% 


■I'** 


't.  '■ 


/ft 

4.,  A 

1 1 * 'ftii  H* . b/j 


86 


The  oeatery  of  th©  phonetic  properties  of  words,  azKl  their  correct  prontmci- 

ation—  requiring, as  th^  do,  particular  types  of  lip  inaneirrers,  the  careful 

\ 

manipulation  of  the  tongue,  and  other  delicate  and  *unnatural^  articulatory 
movements—*  have  not  alas  been  inherited,  but  are  the  result  of  conscious 
training  and  much  practice,  as  every  primary  teacher  realizes  only  too 
plainly.  The  kind  of  articulatory  movement  that  accompanies  silent  reading 
cannot  therefore  be  said  to  be  natural  In  the  sense  that  it  has  not  been 
learned  or 'acquired.  It  has  been  acquired.  3ut  the  coratant  association 
between  the  visual  S'.nnbol  of  the  word  and  its  phonetic  properties  has  become 
so  deeply  engrained  in  the  synaptlcal  fibres  of  the  neurones,  thru  both  the 
conscious  linkage  of  these  two  by  the  school,  and  thru  the  constant  usage 
of  a word  in  both  its  visual  and  auditox^  for®  In  daily  life,  tlxat  the  sight 
of  a word  comes  to  arouse  its  appropriate  sound  and  its  corresponding 
articulatory  movements.  Thus  inner  speech  becomes  an  automatic  reflex 
accoapaaiiaent  of  silent  reading.  But  the  point  never-to-be-forgotten  is 
that  It  has  been  acquired  - not  inherited  * ready  made.^ 

H S?SSCH  XXSSHARY  O SILOT 

The  answer  to  this  question  is  really  implicit  in  the  conclusion 
reached  in  the  discussion  of  its  origin,  namely,  that  it  is  an  acquired  habit, 
not  an  inborn  characteristic.  Consequently  it  wo^ild  seem  theoretically  pos- 
sible to  learn  at  the  start  to  read  thru  the  sole  raadi\i»  of  the  visual 
o**  i^he  habit  of  inner  speech  has  been  already  acquired,  to 

inhibit  the  habit.  By  inner  speech  is  here  rrveant  that  definite  specific 
type  of  suppressed  articulatory  movement  which  is  similar  in  contour  and 
general  outline  to  the  larger  movements  of  the  gross  musculature  of 
articulation  which  functions  in  oral  speech.  The  mere  uaiconscious  quiverings 


■ 4S 


■A  ^ 


r 


X 


f" 


»i  V ,;  >' 

f -V, 


■^rr 


,‘r.;  ■ V.v.-;^  • ;-\  e.». 

. ' - ■ ■ 'vo  r •;•'■  '■■  '!■'■'*  .-.'  , 

‘{«e-,  Vy,  ' 

■ - - ■ -a-  MOP  ■*''■'  ' '•  ' ' ■ '^ 

, .V  ^||(|p|gj|PK  •'/■'  /VI..*  0 ' .“.  ‘.'  1 

■■  ..‘V  i’’’  V*  1 . 

I.,  -.  , . ,.,|  V f • 


s /“.V, , , . f ■;,  /'  i- V^' 

"7 


. 4,,  . '.-xx-  Jbcr  "‘-■'af. 


' ' - ' ■ ' ■./"'^''■'■'"'.I’j^  ' -'"■  ' L ' 


"V 


■ifK  ' t 


i.('(  ■," 


j*,^? 


'*  , , . ' \ ’ • . ■>..,-  - . . “ • 

W^.-tii'iMura  ‘v-^:.'  ''  j . ^ • -4  • . •'“1.-^  • 


' , ' ' ' ' ' , * ' ' \ ‘ 
|m^:'ri*.;, >’fV  j ■..'*,  ^ • ; ,.  '’  !:  ,,'  ‘ '/ 


’Uf 


. -'J 


, ,,  ^ . ;r'#.  4.??-w  ■;.  .,  ■ ,._ 

. .'**  4'^  2.  --.  ..-biJlHi  II,  ' : '..y;'"  . 


■ .<* 


»J.UM  Yi^  '> 


Sv'  fc.’  4,4#^  A,. *l'*i*XJ  :;! 


■‘  A* 


yiv : ■', 

.■!'  j i^v.4 5 n ■''  J'».,''tA{-'’''  .i  , .?  ?'I!'’.'  V-  ^ *10- 


....  . . ' ■ t . ,4v.  ...  • 


m 


' . ••  " 'J  • • ■ ' . *'  ' ' tlf,  ' L • ' /%jV'  ‘‘ 

' ' 'I  ^ '*  ■ . * . ^ ^ I*  * * 'i  "j  * ' " ''.V  . '•')'^-f ' ,'i  * '♦  \ ' 'l''  . *"  ‘ ' .'  ^ I ' '**7 

30  ’"••a^r'*(iw<vlK|i>;i  rm  -','f  'atj'ij  ^’*  r.:' ■ (i**(t*'  rSilKBaiiqi 

%lj»n  .*  -iTf  / |i  r'.'./ 


<Vf«  - . -K 


>'  'd*  ' 


*% 

J' ... 


.V'- 


-.V  ,, 

' I,*'-'  '.''''.li 


.87 


of  an  organ  which  hav«  boon  detected  by  delicate  inatruaents  during  silent 
reading,  when  the  tongue,  lips,  etc.,  are  held,  for  all  practical  purposes, 
rigidly  motionless,  would  not  therefore  constitute  inner  speech  as  the  term 
is  used  In  this  paragraph. 

As  a result  of  his  experiraent  at  the  t&ii varsity  of  Chicago,  in 
inhibiting  articulatory  raovenjents  in  silent  reading,  PlntJier  (43)  draws  the 
following  conclusions: 

"(1)  That  articulation  during  the  reading  process  Is  a habit 
which  is  not  necessary  for  that  process. 

(2)  That  practice  in  reading  without  articulation  can  make 
such  reading  as  good  as  the  ordinary  reading  of  the  sar^  subject. 

(5)  That  practice  in  reading  without  articulation  tends 
to  aid  ordinary  reading,  most  probably  by  shortening  the  habitual 
practice  of  articulation." 

Similar  to  the  above  is  the  ooncluaioa  reached  by  Secor  (60)  after 
his  experiment  on  this  subject  at  Cornell,  namely  that  "articulation  and 
audition"  are  not  to  be  regarded  as  "absolutely  necessary  elements." 

The  conclusion  reached  by  Pininer  and  Secor  is  further  confirmed 
by  the  observation  of  W.  A,  Schmidt  (?)j 

"It  Ic  quite  possible  too,  that  If  training  in  oral 
reading  were  discontimied  at  an  early  stage,  and  training  in 
rapid  silent  reading  were  stressed,  the  tendencies  toward  inner 
speech  might  be  greatly  reduced  and  visualization  cultivated, 
at  least  In  part.  As  a matter  of  fact,  we  appear  to  have  the 
ability  to  take  in  all  kinds  of  situations  visually  without 
speech  accoapaniajents.  This  is  true  even  in  the  case  of  the 
interpretation  of  many  printed  symbols." 


^ SPSSCH. 

Prom  the  conclusion  that  articulatory  movements  are  not  necessary 
in  silent  reading  to  the  devising  of  means  of  Inhibiting  them  is  rather  a 
far  cry.  Their  Inhibition  is  another  matter.  And  the  validity  of  the 
former  conclusion  does  not  depend  upon  the  successful  execution  of  the  latter. 


■ ■■•:  ;:■'  ' . ■■  V.’  v^,: 


■rt'4 " w. 


'•'l  ' ■ 


I 


f in^. 


k 


a*.  i, '•  '5 ^'4  _ ^ ' ■ ‘ ■ 'Vfi' ' •■' ' '"}Ji'%fZ^ t ^'' 

'•  *:  "''"  \ '-’  ■ ' '■*"  i “o 


V; 


's»-  . : ; 


...  tjdidiiii 


7. 

;/  ,' 

'» ,4 

l[V. 


■*  ^4, 


v,)7 ' ",  •,  -,  ^ ^ ^ '.& , , 4;.( 


•'  1.  . 


-'^■4'4/;,!' 

'■  • 44V 44/^4^' 4,  "-:■■•  ••'•  ■ ■- ■ " '-4 


--i  ' 4.:  , f '--.'^4,44  "■■<  ■■  .''■■<■■.  vr  ' ':  1 4 ; vv  : ,; S: ■ ‘4,  =p z;;- j ^ > 


V “ j,  V.  . , • • • _ . 


C^.4*  .'> 


■V  '■  r . ’ :• 


\ V'  *vy'  •. 

'4  |■’'■nf^' 

,v 


'■:  ^ - ■, 


v:.''-'"* Vv!«i''‘'4‘'-'.;'4  '^<^4‘  .;j^4.^^  :4  '■<'-;*';5^’'’'*rS4y  >>r.jE  --i ' ' ,4''^ ,,'''4^-’ 

4. :4i-'  ■■*■''!,  4 ‘V'v,.'  '•  • ^ 

AC  4..  , I,;-.'  ,., 

' . "«'•• ''4V':a4-.^-  'a,  ' a'-k'..,4'c: 

..  tv  '‘.  "•i  ■''•*-  4 wwil*' ■' '>iS  ,’hitk-  iT  .;' 4 .W  r*J‘J'J6a:  ij  .*  tjV 

■■^',  ; ■■■  • ‘ ■>r4,V’'4.  i;^^:s';c'  rr ,|--v/'i' ^ ^ '■  i'**  *v'«^iti>y4'*ii;3|^^^  ..-^ 


•'.V  " 


V:;,:. i..v4v4# • • ' ■ ■ '4 

■'•  4i : »^.>  ' ,.  ' ',1 1,'fi  ' ' ■ ' ■"  '-K 


I,  ' .",( 


I 


,,  ; .,  » ■',4^,.-;  4',:  , '4' ''  ■ ^ -'  . *4’y4w^  'iiijr 

■|4?J  , ' . 'V  ,!  ■„  -■  ’(,  , <!■;  , !- 


>•'  1; 


-. , ’'■'3-  44  . .'.*  iV4.TJS5  ■ ..r*“'- 

• ■■  '^''  '■■'  : - • ^ ' 4J‘- '.  ■ ''i'i 


'■  . 


• Jl:  , ( 


•n  ' ■ •'< !'  4 ' 4*t  Si 

..4:.,  IE:I  ^.  - 

i*v:  \ ‘ ?la-t  ■•■%•'•  :.«iS.  •'  '.W.:' ■"*'  ;^<'> -ViVi''’-  ••‘»>-'fr..?r. V'-'.'  • 


4^ilC:iias  . '..As.'-i 


Various  dovicas  have  been  eznployed  to  Inhibit  articulation.  Socor  reports 
that  whistling  and  the  uttering  o?  the  alphabet  aloud  "ccwaoletely  reaoved 
all  traces  of  articulatory  movement,  so  far  as  the  possibility  of  discovering 
this  by  introspection  is  concerned,’*  Tho  the  sayin?;  aloud  of  a letter  or  word 
would  apparently  engage  the  nusculatura  of  articulation  during  the  moment  of 
actual  utterance,  there  would  still  remain  the  possibility  of  inner  move'^sent 
during  the  intervals  between  the  words  which  would  be  likely  to  escape 
introspection.  To  guard  against  such  interstitial  movesfcsnts,  the  sub.iect3 
were  requeste*.!  to  read  while  prolonging  a letter  as  much  as  possible.  This 
served  but  to  verify  the  results  of  the  previous  introspection — that  no 
movement  occurred.  In  the  writer *s  judgment,  however,  ever,  this  last  method 
does  not  necessarily  remove  the  possibility  of  a faint,  subtle,  vestigial 
aoveme.nt  of  some  of  the  Sfsaller  articulatory  muscles  which  are  obviously  not 
employed  in  the  simple  prolongation  of  a letter. 

Plntner  had  his  subjects  count  aloud  the  series  13,  14,  15,  16;  13, 
l4,  15,  l6;  etc.,  while  reading  silently.  The  pronunciation  of  these  numbers 
requires  a more  elaborate  arisculature  of  articulation  than  the  simple  letters 
of  the  alphabet  as  in  Secor’s  experiment.  The  Introspection  of  Plntner *s  two 
subjects  reported  a complete  absence  of  articulatory  movement,  tho  audition 
still  reasalned  in  the  case  of  one  of  the  subjects.  Incidentally  the  introspec- 
tion of  the  latter  observer  casts  an  interesting  ray  of  light  upon  the 
relationship  between  the  motor  and  the  auditory  elements  in  inner  speech.  If 
the  introspection  reflects  his  actual  mental  experience,  it  shows  that  the 
union  between  the  motor  or  articulatory  element  and  the  auditory  is  not 
nearly  so  inseparable  as  many  writers  have  supposed.  It  lewis  no  corroboration 
to  the  generalization  made  by  Huey  (6):  "The  fact  is  that  what  we  say  is 

always  heard  as  well,  and  there  comes  to  be  an  indissuluable  union  of  the 
auditory  and  motor  elements." 


. it 


:.'-p 


V,  .■■r..!;-  '•••  :«-v  •••»♦.♦- 

■ ;v.'  -M.-“i"' 

- » 


■ ‘"lO^  n •'  ■ 

.v.-*.lvt*«.;ip^,'  J-’.'  •' 


. ■ ' . V ' r M, 


,j'  i 


v\i:r  x^-<>  i.'-vf  ^'■'*  f ^ 'f 

^ J 1 >■  '■ 

1 M . J-f„  'x  » 


i>.  f f.  ^^:, 

:■.  „•■■  j*-  • ■ 

r.#. 

;'fc  'J^v'-  ■ ;«.-f'./  ' 

' \ ■‘r  : .'"4.'' 

— 

--. -5  .:  7 -r«i'K  f 

Ivv?’-' 

r-f  ^ 

■'  • v*^'^'V- 

-'y  * • 

p 


..  ■■■• 


.■^«r'»\: 


■■•'■';,■■  :*i  ■ ' • ■ . ; . V . 


'.  i . 

'■*">; 


^ r:‘‘  ' ■ ■ ■ ■•^^'•■:.^,  *•  ' . ■^  ^?2,  •■«»'<« 

• , .■■■■€  , , ' 


' •■  ‘:V*^  *■■ 
’ ■ j. 


• ■ '•  - •■^.  _j.‘  • - • '• , ■;■' V*:.'^  ',V  , - '-^ 

' " ^ . ' ■’■'  ■:  V .4  ^r-'  f.-.'  ‘-^  ' 

t ,-  . . * ..  ..  if*.  ,■■!!,  VM  '" . ^■■'  ,■' 

■ ■ ' 4'?  j 'i  ■■'•'  /.• 


^ ■ -^*  I*/  *-  "Z  'c. 'i/Ai  ' /'  * . y ' ' w • ^ 

'■^/l  I ' ' ■ > '■  ■ ' ' ‘ i“'  4"’ ' fejj  ^ *•  '”  '■  ^ ■ 

‘■^rv'fv  ,'^',>'1  ' "'  ■ . ma>tb.t  ^ ’ ••, '■trr  4r'“  • ■ ■.!!  *'5*;#, 

M..  ■■  , . 


89 


Aa  a result  of  this  phase  of  his  experlsient,  Pintnor  cocoludes:  "I 
think  W9  are  justified  in  saying  that  reading  without  articulation  can  take 
place,  .';.and  that  practice  in  reading  without  articulation  Increases  the  ordi- 
nary rate  of  reading  no  doubt  due  to  the  fact  that  after  such  practice  the 
amount  of  articulation  made  us®  of  la  not  so  great  as  formerly.” 

^ So  satisfactory  jaethod  has  yet  been  defs-isad  of  excluding  audition 
in  silent  reading.  Secor  found  that  the  playing  of  a xylophone  near  the  ob- 
servers quite  %«  often  as  not  left  the  inner  hearing  undisturbed.  Similarly 
loud  noises  aeeaied  ineffective  in  suppreesiag  the  inner  auditory  accompaniment 
la  the  silent  reading  of  most  people. 

In  ooncludiag  this  brief  discussion  of  the  history,  origin,  nature, 
relationship,  etc.,  of  inner  speech,  it  Is  only  fair  to  say  that  when  due 
allowance  has  been  made  for  the  findings  of  all  the  investigations  on  this 
subject,  there  still  remains  too  much  speculation  and  too  few  solentif ically 
established  facts;  too  much  conjectui*®  and  too  little  certainty.  The  problem 
of  inner  speech — why  we  persist  in  vocalizing  In  silent  reading — is  still 
with  us,  shrouded  in  some  of  the  mystery  which  It  presented  to  its  first 
syatetaatic  investigators—  5gger  and  ballot. 

It  is  hoped  that  this  review  of  the  Investigations  of  inner 
speech  has  served  to  show  at  least  the  significance  and  importance  of  this 
factor  in  silent  reading.  It  will  give  the  reader  a better  and  more  intelli- 
gent insight  Into  Type  II  - Training  to  Decrease  focallzation.  The  validity 
of  this  method  does  not  dej>snd, however,  upon  any  of  the  tentative  conclusions 
as  to  its  origin,  the  relationship  between  the  motor  and  auditory  elements, 
etc.,  presented  above.  Neither  does  it  hinge  upon  the  correctness  of  the 
answer  to  the  theoretical  question.  Can  every  vestige  of  articulatory  movement 
be  Inhibited?  Prescinding  from  such  theoretical  considerations,  this  method 


' i 


■ ;v  *.V  ■'(;:  , 


f.  t« 


• f >■ 

■ > ' ' 


< :v 


V 


.:  sf-  '"•r  jM‘  ■» 


, '/i. 


. ’’  “I'  I ■■  *a  • ■ i .■'»•.  . '■  ■ ••  '■  ! '*  '"  ’ ■*■ 


♦ .•  1 


«*o 


n w,”V*/.y;- 1 ''"V'  V.  •*  •■  ; • •■ 

■ "'A '#. ’'■'Vs' •'  T"*  1 >,  s;.”  ■►. 

' '■  -t 


r>  (j  ' : ' '.  I*.-' 


<4)'i  V 


.■■■V, ; ' ' mxf  '•• 

Vi, 


^;-..  'u./ 


. ■ ' 'T 


it  ■ 


,',  k*,  + 


: .r;. 


y V":;: 


! ■ i v-j  ■ 


, ' ■;;;  _.'■  ■ s-,.^''-'':  . 

■ ,■  I'v^  •' f.;: ■ ■ 


/ '. 

> W i 


i<\"'  ■■['y  . :' 

• 1"  ■ ■ .A 


WtC  .' 


-"'.TM'.-  -S’?'*  ' 

..  ..._.4  t rfiU' 


••■■vsiT.  K'fi 

g ' 


■ • . ‘ '■  '■■  •’  . , •'■  -'*  -M  ) V , V' 


./gJE. 


* i / 


^ .-.  I- ?.«»•'  ••■; • * ' tj.?"', '■  'r.v4>flfc  ri 

. >' .7  -sA' . o»  - ■.••.•  'tsK  ‘ ^ y " • . . 


K: 


rf..' 


',jil#^!jji  til -to f ■«»? 


r,  ' 


, • , , ' ■ 

' ipnipm  .tfiM.  ■ r»a»^  ' ■ 4^1 

> .. . '■  . • . ’ / . ' v'.\. 


>'.4 


90 


endaftTors  to  decroftso  lip-movoavent  and  that  form  of  articulation  which  notably 
hindars  spaed  in  slleni  reading.  'Tbathar  or  not  a slight  Tastiglal  quivering 
of  the  larynx,  barely  detectable  by  a teuabour,  exercises  any  effect  upon  the 
rate  is  a theoretical  question  which  does  not  concern  us  here.  Certainly 
its  effect,  at  most,  is  but  negligible.  But  the  more  or  less  elaborate  laove- 
nent  of  the  gross  musculature  of  articulation,  the  tongue,  lips,  etc.,  has  a 
very  pronounced  effect  upon  the  rate,  as  every  Investigation  of  this  aub.lect 

' V ' 

has  clearly  shown. 

A summary  of  the  findings  on  this  point  showing  the  retarding 

Influence  of  a marked  habit  of  vocalization  was  presented  in  Chapter  III.  It 

was  this  evidence  that  showed  the  advisability' of  decreasing  vocalization  to 

increase  speed,  and  was  thus  directly  responsible  for  the  formulation  of  this 

Type  of  training.  The  evidence  presented  there  is  well  epitomized  in  the 

« 

conclusion  of  Huey:  "The  direct  linking  of  visual  fora  to  Ideas,  cutting  out 

of  the  circuit  the  somewhat  cumbrous  and  doubtless  fatigtiing  audito-motorizlng 
mechanism,  would  seem  to  be  a consummation  to  be  wished  for."  Similar  in 
effect  is  the  cone Ivis ion  of  Dearborn:  "The  effect  of  articulating  is  to 

decrease  ordinarily  the  span  of  attention*  asid  consequently  to  retard  the  rat® 
of  reading. 

The  following  is  a statement  of  the  second  method,  a copy  of 
which  was  sent  to  every  teacher  using  this  method. 


' '4t 


W 


K,  '■■•  .',  " 


**""*^  ^ '’  V.‘- ~ lL-ai«V^  . 4T«.~1J  *^|N* 


•!*I  A '••  !•■>"»  ■■<>  ^!» 


. »•  »4  i ^ - -t  «i’ 


. .! . t 3i  - ’V.  ti 


: . »a4>  ( /■  ''^*'  ■ 


. . ; , . 4.  ■ 

. '•  ■ ., ' ; .i;X-v.''"s'  V ;. 


K:»  1S»  »ii-.^'t3|  ♦*•■•  w.. 

. J.  ’ - , .1  ,•/■"  ’ ’•  '■  ■■  '■ 

ns-n  'r^  If  j.^vr  i” 


i’:*  *(wSv  j' 


>^-.y 


■ '.  y ■ ■ ' ■ f ',  . V • 


y.  i''--  ; -’« ,'  j:. 


X-,- 


' •*. . \,  V 


C, . cf/  .t 


^ ■*  t*' 

} 


'r-.,  *17.-. 


■ ,>A  ■*J  ir.V;  . , - 

’ • * . . * ■ . , 

. ' -TsC »»  ■ ■■ 

» : »“,4;  ; * * V, 

-r 

- " - 

.5.-,  ,r.  ■,...;.?.I  Xi.‘  :.o'  . f 


T "»/,:r;V'  Cf  sr-.'S^*. 


j • T V''^ - h. ■ t S ••  ^H*  ■ 'S' 


■ J ■ S(  * ' * ^ r-~„  tU  eCf»$i«YC  ■5?:?*'’?  " ' 


f-T'  •'■' 


•y'vT-.r^.v;  ^ - , ■;.  , ’ i ij^  • ' _ ■■■  ., . ' 7'-;-' *..-.  '.i..  ^ 


' ' • • ■ 

,>C'.»  • .•;.  . . V; 


"i; . ' 


:>v 


.#>  iV  ' ^ 7 

‘:'i  -it  ' 


» , tv;  • • ' ' ^ • f-  i - V ■ ' ^ .... 

■;  ' ; if  o ..;v:  7;  f;  ;V  ''v'-^ 

y';  .'•<  'i ■•;:>; ' 7'- 


f r 


■ '•'.  ' ' ' • , ’,4/ H.  ■.,  ' 

r.'  / ,.., 

% • 7 ‘ . ' ' ' i 


_■  '■■  /; 


' >»•  >V* 


V . 

y. 


. ■ 

■ sV  ' ** 


•t 

t u 


* « ' 
.*A 


. ■'•-•.  ' fiif-  ■■  ■ -^- ■ ■'•  »«■  ~‘<r^ 

■■  •■•■'"'-  .-  ■•  ■ • • . ■■'  -^'r  ■'-  ' 

. 11. A ■ * 'T 

- pi 

yi  r: 


91 


TYPS  II  - YPAINIHa  W D^R^AS^  YOCALIZATIOK 
IK  SILi;?JT  RS.\3nNG. 


Raference:  Typaa  of  Reading  Ability  Exhibited  thru  Tests 

and  Laboratory  Experiaonts,  pp.  162-3 
C.  T.  Gray,  Supplementary  Sdu.  ’^on.  U,  of  C,  1917* 

To  the  Teacher*  The  purpose  of  this  investigation  is  to  determine 
the  extent  to  srhich  speed  in  silent  reading  can  be  increased  by  attempting  to 
decrease  vocalization.  The  practical  value  of  a type  of  training  which  will 
accelerate  the  rats  of  silent  reading  is  obvious.  Your  cooperation  In  this 
study  will  aid  in  definitely  ascertaining  means  of  accomplishing  this  er^. 

The  results  of  this  Investigation  will  be  sent  to  ©very  teacher  participating 
In  the  work. 


Vocalization  nay  show  itself  In  rather  extrema  form  by  elaborate 
lip-movement,  or  In  Its  usual  form,  by  incipient  raoveaents  of  the  lips,  tongue, 
pharynx,  vocal  chords  and  the  general  mechanism  of  the  throat.  The  reader  feels 
or  hears  himself  pronouncing  the  words.  This  constitutes  the  so-called 
"inner  speech"  of  silent  reading.  Inner  speech  is  present  in  some  form  in 
the  reading  of  moat  pupils. 

Inner  speech  has  the  effect  of  slowing  up  the  rate  of  reading, 
causing  the  Individual  to  read  no  faster  than  he  can  actually  pronounce  the 
words  to  himself.  Hence,  perception  must  wait  upon  pronunciation.  The  rate 
of  reading,  in  other  words,  is  made  dependent  upon  the  rate  of  inner  speech. 

If  this  process  of  vocalization  be  gradually  lessened  and  finally  eliminated, 
the  rate  of  silent  reading  may  be  greatly  accelerated.  The  period  of  training 
to  decrease  vocalization  should  last  from  April  S until  Vky  29.  It  should 
replace  the  regular  work  in  reading  and  no  other  class-room  time  shotild  bo 
devoted  to  reading.  Thirty  minutes  per  day  should  bo  allowed  for  the  work. 

The  method  should  consist  eesentially  of  alternate  reading  and  reproduction. 

The  reading  should  be  timed  and  the  place  in  the  selection  reached  at  the  end 
of  each  of  the  various  periods  should  be  regularly  marked.  Since  the  time 
element  enters  into  all  the  work,  a cTook  should  bo  plac€>d  in  the  front  of 
the  class-room  so  that  it  can  be  seen  by  all  the  pupils.  Pupils  should  be 
^ kept  informed  of  their  speed  of  reading. 

Reproduction  shwald  consist  both  of  free  paraphrase—  orally  or 
In  writing—  and  of  answers  to  specific  questions  based  on  the  text.  The 
length  of  the  reading  period  and  of  the  reproduction  period  should  vary  with 
the  grade  of  the  pupils  and  with  the  sub.iect  matter.  In  general,  however, 
the  reprod>»ctlon  sho’jld  not  occupy  taore  than  one  quarter  of  the  total  time 
allowed  for  the  exercise. 

Only  Interesting  material  should  be  selected.  It  should  also  be 
easily  within  the  understanding  of  the  pupils.  Since  the  object  is  to  set 
up  habits  of  rapid  reading,  emphasis  upon  the  simplicity  of  the  selection  Is 

necessary. 


In  order  to  assist  the  pupils  In  covering  as  much  reading  matter 


■'\fb  ' . 


■ ■ 

i ' :'i , • , :,  ;r. ;i’;»air.i4.=:r- «:;  ^ ; ■ :-s /?*;: 

■■  ^ ■ ■-  ■-  ■■  ■ '■  ■• 


. I 


i'.fii 


,,  Mr'y\ 

= ■ . »<;  L,V  irS -■' 

S.;  =t  ' r '■  ■ 

.•'^,-  >,'l .. 4Htt,  ■?■+«*  t"  ■■  ■ '*•  n ;,  •.'‘"■''4’*^^' V V ' ■>  i.  *<i^' - 4 > 

t »■•  :..  4 - »rit  . tj^.v-'"  fr?-?  . 

.■  ' . " • U i ^ §ij?  ■ j . ' ■ ‘ ^ * •*^V"  ' 


,,\'  " u ■'  fr?'. 

■;  ■■>■•''•■  '1V-:V  , : i';'-/'^  "•  ■ --  ^ - 


■^^^’o.^H;■'';.T  ■*;  - 7''*>w/.i  v-f 

' " ■ '.  ' ■ ■ ■'  ■' 


«i.>rv  ;:  , i "i'H'  ' ^ ’-'■  *■'  ■> 

' v’’'i''<‘-  'l  ' • ■' " *“•  '•'■*'  -'  '■  •*■ ' 


•'  > o 


*'  ■ '.  "fi 

o'"  '‘‘'  'S:  -v  i ^^  ■ ' . y ' 


> • . --  * ' - rV»-  -*.•.  ‘-1W  -■  Y • • • - 

V Uf-  -...  • ?..  me,'  ; > 

^^;-v  / • .V  i!. 'c 

: ,■■',=’>  ' • '.  - .'  -■  ^^-,  . . / ; .cfP:u\  .r|fc^  t 

U':-v^\ ■•■■,'> 'xr*  ■;'•  ■ ;■ 

1 : • »'  . < , . ^ . X'/ , 7-.’.  , 'X...  -■•.-v 


,r_v^  >if  •.^"  ^M- i:i  V--'- *^*'‘ -■''^■'^-  ^ ;» TitV, 

,,,'  ■ ■■»■;  •'  • -'^'.  ' » ',  ^w' >-/*-^ *-''i'V«a<  'b,;,  .'  ’N^'m 

"*  -■  i:-’.^  \ ..  >'i  t.  -V.  > ^ A'o  *n  -.-‘r  ^ 


>:.*I‘'/r  ’!'• 

W.»'*  / . 


' ' ' ,if*f*a:54iiO 


«.■.*••*  A 


' ’ .•  . . ,.}'u  , • ^,  • J • ' ’ » I '*>i‘i'*r(ll.  « : .1 


■ ^‘Vv 


. ,7  r 


92 


as  jx>8slbl«,  a definite  preparation  may  be  a«de  consisting:  (a)  of  thought 
preparation,  or  (b)  of  word  preparation,  or  (c)  of  both.  The  thought  pre- 
paration should  consist  of  such  an  introduction  by  cdameatary  or  by  the 
question-answer  process  as  will  arouse  interest  and  enlist  the  attention 
of  the  pupils.  This  preparation  should  in  no  case  be  long.  For  the  word 
preparation  the  teacher  should  select  such  words  as  in  her  judgiaent  would 
b©  unfa*aillar  to  the  pupils,  and  should  present  the®  briefly,  explaining 
their  xeaning.  The  preparation—  both  thought  and  word—  aay  bo  abridged  or 
oren  oaitted  when  the  material  Is  such  as  to  give  no  difficulty.  In  no  case 
should  the  preparation  occupy  more  than  five  miaites  of  the  30  assigned  to 
the  exercise. 

Saoh  pupil  should  keep  & chart  of  his  dally  performance  and  a 
complete  chart  of  the  dally  class  performance  should  be  conspicuously 
displayed  in  the  class-room. 

It  is  desirable  that  the  directions  to  pupils  given  by  each  teacher 
concerned  in  this  investigation  be  substantially  the  same.  The  following 
adherence  to  them  is  not  required.  Their  spirit,  however,  should  be  maintained. 

”olnt  out  the  advantage  of  a rapid  rate  of  reading.  Tell  them  that 
their  effort  to  read  rapidly  will  be  more  successful  if  they  avoid  movis^ 
the  it*  lips,  tongue,  etc.,  and  do  not  attempt  to  pron»ounce  each  word  to  thaa- 
selves.  For  it  is  precisely  this  attempt  to  pronounce-each  word,  which  slows 
up  the  rate  of  reading.  Articulation  of  words  in  silent  reading,  therefore, 
is  a serious  hindrance  to  rapid  silent  reading,  which  should  be  eliminated 
in  the  interests  of  efflcieiwy.  Try  to  get  the  children  to  see  that  their 
speed  and  efficiency  in  silent  reading  will  depeoi  largely  upon  their  elimina- 
tion of  ijaner  speech. 

Say  to  them  in  substance:  *8ead  this  selection  as  fast  as  you  can. 

While  reading,  dp  npt,move  your  lips  or. tongue..  Dp  pronousace  the  worda.to 
yourself  as  %at  will  cause  you  €o  read  more  slowly  than  you  o^erwise  woula. 

I want  to  see  how  lauch  you  can  read  in  * minutes.  But  do  not  skip 

anything  as  I am  going  to  ask  you  to  tell  me  alxmt  the  story  you  have  read. 

Try  to  read  faster  today  than  you  did  yesterday.* 

See  that  the  pupils  have  a pencil  at  hand  and  direct  them  to  stop 
reading  at  once  as  soon  as  you  say  "stop.*.  Direct  them  then  to  mark  the 
end  of  the  line  which  they  are  reading  when  told  to  stop.  Pupils  may  now 
reproduce  what  they  have  read  as  indicated  above.  In  a similar  maiiner, 
reading  aad  reproduction  are  to  be  continued  until  the  end  of  the  30  minutes 
assigned.  Have  the  pupils  then  report  the  number  of  pages  and  lines  beyond 
the  last  full  page  which  they  read. 

As  part  of  your  preparation  for  the  exercise  you  will  be  expected 
to  know  the  average  number  of  words  par  line  in  the  matter  which  Is  being 
read  and  the  number  of  lines  per  page  {If  pages  are  broken  by  Illustrations 
or  for  other  reasons,  special  account  of  these  pages  will  have  to  be  taken). 


* Immber  of  minutes  to  be  varied  by  the  teacher,  as  two  min»jtes  for  one 
reading  stretch,  three  minutes  for  another,  etc. 


'•i.  >v  V' 

Mr  • * T 


' ':v.i  , 


; . i ',  'v  V 

...  . 

\ ' ; ■ ■ 

> ' IWt» 

.,  . -'‘i:  ’<  '} 

-A  . ‘ \v  '■■■’r 


i*  r 


■ ...  I 


l)r,.  i CfiC  - 


■ '■■" ■ V ^ •.  *-»*■'•••' 


k a ' mm*>^ 


.'■a 


u ^ H i-  ':■*  .. 

. J- , s-.' - ■■ 

• . W.  . ■ rv  - ■ • •■,  ■,  •:  - •..'i:  «.  . 

" , . ' : . , ■ - ^ 

:"-rt-'  A Au"'  I • V 4 .» »v>'  1 v^«vvru ../ •;? -• 


.ju,  w Art  ■'-*;  • 


/_•  .?.v,iyln,.w  • T v-,,v.  :' ■ ■•  • - • : ■•  . V-. 


^ . A »'•- 


■ y t -^V<; ’ » *■  V"  ^ '' ' 

J .w  * r 


*•4^  -A 


I.  <■' 

is -c-A--  \ ■ p'  “•  . Aw  ■•  / 


'.•.  - :••.«»  r -•  f ♦Vi  ■ ? o' 

" . .A., V : ■ . a:- 


• ■ » - , • . - 
*Jf’t.‘  -■>  • 

, I. I- i -f  • 


.•r..r,/«* '»>^r<r‘V  C- i • " 


.^j;  ,u.f  ^ V -,  I,.  ‘.  ■ ■ ■ -■ . '.' : :• ' '-*■■'  ■ -■  ^"'■‘  ■ 


. .;-•  . f,!,  -(j.,i‘..  ■«.  -^l!,, 


'r.^i  , ^v- 


f:,rl;^' 


r‘rr7-'^T-  '•■'(>■:  •- 


:■  C?T)T  ^ A -.  \ .■<■ » H f-  •■- 

>■.  ' ' iii  J , A ■ *1  .f  •> '•Ci/rlH*  ■'  • ■*  **■ 


VH»  \r 


■-..^rA  A 


. . c, 


, -• . . ■ • 'jffTA ‘.Vu^  ' .’  -■•'•  - ^ * vi:.  ' . / ‘ ■ * ^ '-u  - . 

• •“  ' . ,.  •♦•.'■-■•&  «”  *•'  ^ 


..<4  (•  Mi-'w'tA^-vM*  : rf">.jr4»’  M4  ' ' '’‘-•'I  -'••''4--'/%  . .-  - ..'•.v-4,- 

'•->^  : _ . , .,  - S'  •■  '■  • ^ ‘i- ' r... 


k"-.  V : '-V' ' ' ' 


. . A U/Ti;;  ,rr*  ^ • 


7,/  » 77 - ;;  T?-' : ’ ci. 


4>fif  -^tr  ; <• 


fi*  7'^C--r.  .' 


{«f  4f 


93 


From  the  pupila*  reports  as  to  pages  and  lines  read  each  day,  astlmite  the 
namber  of  words  read  that  day  and  divide  by  the  total  nao^er  of  miautes 
used  In  reading.  This  will  give  the  mmber  of  words  read  per  mimt©  by 
each  pupil*  Sach  student  should  figure  oirt  his  score,  and  should  immediately 
enter  it  upon  the  chart,  which  will  thus  serve  as  a record  of  the  pupil’s 
daily  progress  in  silent  reading.  The  teacher  Is  also  requested  to  keep  a 
diary  in  which  she  will  dally  record  notes  and  observations  concerning  the 
progress  of  the  experiment. 

Cta  ?lay  1st  and  Say  23th,  besides  the  record  of  the  average  tmaiber 
of  w<Mrds  read  per  minute  by  each  pupil,  during  the  total  reading  time,  a 
record  of  the  average  number  of  words  read  per  minute  by  each  pupil  during 
each  of  the  variouc  reading  periods  constituting  the  total  time  devoted  to 
reading  on  each  of  the  above  raentioned  days  should  also  be  kept. 

On  may  2nd  and  Siay  29th  the  pupils  should  be  tested  with  the 
Courtis  Silent  Reading  Tests.  As  soon  as  fsossibl©  after  the  last  Friday  in 
May  a copy  { or  the  originals  ) of  the  individual  charts,  the  class  chart, 
and  a record  of  results  and  observations  should  be  mailed  to  the  Bureau  of 
Educational  Sesearch,  University  of  Illinois,  Urbana,  Illinois. 

It  will  be  noticed  that  this  method  employs  all  the  auxiliary  de- 
vices, the  time  control,  the  technique,  etc.,  of  Type  I.  The  difference 
lies  In  the  Inclusion  on  the  second  method  of  the  additional  factor  or 
principle—  decreasing  the  vocalization.  The  two  principles,  practice  In 
rapid  silent  reading,  and  decrease  of  vocalization  are  both  fundamental  in 
this  latter  Type.  The  stress  is  now  placed  upon  the  lessening  of  the  inner 
speech,  the  emphasis  upon  rapid  reading  still  remirm.  In  order  to  determine 
the  comparative  efficacy  of  these  two  factors  in  accelerating  the  rate  it  was 
originally  planned  to  exclude  the  latter  principle  and  to  construct  this 
method  directly  upon  the  decreasing  of  the  vocalization  as  the  sole  basic 
principle.  Preliminary  investigation  showed,  however,  that  the  effort  to 
lessen  Inner  articulation  was  far  more  successful  when  the  individual  not 
only  consciously  endeavored  to  inhibit  such  movements  but  also  read  rapidly 
at  the  same  time.  The  comfortable,  lels»jrsly  rate  of  reading  to  which  the 
average  individual  is  accustomed  eaeras  particularly  favorable  to  the  arousal 
of  the  usual  articulatory  movements. 


. 


f.  i . 


.■  r 'r, 


( 


. ' ' i ’ J-"" 


..V  ■ 

•'.  -W 


■*  I.  ‘ 


r r fPv 


'i' 

. ¥ ■ ' '■.■ 


•4.  '.  •’ 

■ A 

r ; - ,fi 

Mu«  . 


. ; 


C -'f 


t'-\  ■ 

W-  ■^• 


tk  ru**“. 

■fi j 

e.t  >M>« 

. . .'  -i0^ 

- ••  it  ^ 


i ;..*:f 


' ,; ':,xy;  ' ':■•  .rf 


" ''y  ,^fkl  '■'*■ 


J 


J>^  ’ ■ : ."; 

;>.^  >j 


’.■,**■  ■ 1 ■ 

4v * ;•  ,’:C  t 


. f'  < M 


' . r.i  ^’:. 


«rf- 


,,  **•■’  Jk  </  ■ 1*5#  ’!’*'^ 


,»>*  »-■>  ../ 


I'  ' j 


>.  * 


Iff 


,y  'i'” 


■;  a?.3<  ri,  -■> 


:-v.  -v  v f«T 


' , f''  ^^;^■'^S,  4i^(  -■'■■■*  ' 

•"■  ' ■ ■ "'[i-i  - _ 

7"J  - 

■r:  ^ i-u  i t UkSa-T 

: ..:|W^kV.  V,.,  ' ■"““ 

•■-.u  • ;;  • ■ •■'  Ip*  **«•/  • ''''■■'  ■■'■"  ■'■■•''f* 


I ‘ 


.1., 


' . ‘ - ....  <',' 


\ 


-v' 

I, 

. i 


* : 


if  ■■  ■■ 


.S:4W^i  ff-‘ 


» 


J <*. 


f ■ /.V  f^\  '"  ' ^' 


■f/'i 


,1  ^V'  -:  ^ . ■'/ 

1“.  ■''VU'i-' 


I *1^* 

'2X’  ^ O. 


9^ 


It  was  foiin^  that  whan  to  tha  conscious  attampt  at  inhibition 
was  jolnsd  rapid  raading,  tha  daoroase  of  inner  articulation  was  affected 
acre  promptly  and  more  tlioroly.  Apparently  these  two  factors  are  so  closely 
interrelated  that  a autual  causal  relationship  exists  between  them.  The 
exclusion  of  rapid  reading  fro®  the  training  to  decrease  vocalisation  wotild 
hare  deprived  the  latter  of  one  of  its  most  effective  aids.  Accordingly  the 

t 

basic  position  in  the  second  method  is  s’mrad  coordiaately  by  these  two 
principles,  which  work  hand-in-hand.  The  coordinate  stress  thus  placed  upon 
rapid  reading  while  the  subject  la  trying  to  check  the  articulatory  moveiaent 
is  one  of  the  ia^^ortant  particulars  n^lch  differentliates  this  type  of 
training  from  that  received  by  the  two  subjects  in  Gray’s  experiiaent  which 
was  discussed  in  Chapter  III. 

It  will  still  be  possible,  moreover,  to  deteraiiae  to  some 
extent,  the  amount  of  influence  exerted  upon  the  acceleration  of  the  rate 
by  the  decrease  of  vocalisation.  Since  this  latter  factor  is  the  only  one 
possessed  by  Type  II  which  is  not  also  iaaoluded  in  Type  I,  the  dlfferetiee  In 
the  aafeount  of  gain  effected  by  these  two  Types  can  be  largely  attributed 
to  the  only  factor  not  cosaaon  to  both  - the  conscious  decrease  of  vocalization 
in  silent  reeding. 


<-M’'":;‘'-  ■ -.  :'  •■  • . , ,, , 1 

.S'f*‘"'  i£., " '.'Vi*?'  *i[‘i*  ^ twr  if 

■ ' ■ :'i  ' ,■  ‘,  ' '!'  ■'  ' ’ ' ' ’ ' ■ ‘ 


V*,  ' <’■  •:  ' / 

■'  ?'•'>  ' t f •«.,,♦ 


y "K 


•'•  .f  y ■ 


I . 


' r 


i 


‘■'.'  • '.-^^  .!_,>>  vcvii  "'■■c  ' '■  • 

' J!  ■■'■'/<  .t  '“  . .»UJ  •■  . i'- 


. f‘,4. ';'|4'  i.fi  ■;  ' 


V V* 


J , ,-,...■  'a:, -a:.  «i- «j'»4«i''  ' .'  ■■"'■>'  V' 

5)  - IP  ''.  . ' -J'  ■'  '•? ‘■'5 

/.I  . .wTA'  fjp  i.  * J m • ■ ’ ,i 


,.#  i)rj^\  r.\cU-oK-;  I >t:;^^,  i^y  ■'* 


f ■*.» 


'wV-: 

1 V .1 


jjt:.  . : 7'..  ■'■''It;''^ 


■ 4-'" 


> 


- ■ ■ ,,■'  • -"S'' ■'  ' ’ 


■■'7" 


C’^1  ' , .^'»W 

■ ,.  • , ;,'•  ■ !'  , VV  ■' , :-\''f;  ^ ',  ■‘■A  . ' •;. 


’ '.  :7  , 1 ,1  ; ■ T • : 

{<W.'|.*'>  ■'  '■■'  ’",  . ’ ■ ■ ' . '.’  )i  ' , 


'W 


♦:;  ;;4s'iy  '■' ' V.  pf  .'  '■ 


ti  ■ ' " ,■■'■  ' -'■'  '".tarf.. ; *^•  C j 


' ,-’  : , v-IJ  '.  .%-r 


V;"  : . y;:.^  -,0 

‘‘‘■■'y''  •'.  ■ ■ ’ll; ; '^' 

'.V  'h'.v  . , , ; V-'  -‘V  U- 

' . . \ ’ * ':  ■ ■ -J  "I  I’VWM 


\ Jl|  '.;'  ' >;^..  ''f  ( 


/I'.’  ,; 


>:■< 


• V'4V, 


y :vi' 

. '.I„ 


*'•1 ', ' :•>■  '■'  .”’  ,■■■,  ■’  . I '3'^  ■■ ..  • 'iv's 

■'  •'■  ■ ■ ■■  , ■^■'  ■ ' 3 '3,3^ 


Je 


'iifttjkli 


9'5 


CHAPTSR  VI. 

TaAIKI?^  IJ3  mCEPTIOH. 

Th«  core  of  the  reading  complex  is  the  process  of  perception.  The 
moreioent  of  the  eyes  fr<»  pause  to  pause,  their  convergence  and  divergence 
in  fixation,  the  nuaerous  and  varied  play  of  the  aetiral-auscular  raechanisa 
Involved  in  the  ocular  adjustment  to  the  printed  symbols,  are  all  subsidiary 
to  the  main  process  of  perception.  The  latter  constitutes  the  actual  seeing 
or  visualization  of  the  printed  words.  The  results  of  numerous  investigations, 
as  stated  in  the  earlier  chapters,  have  shown  that  the  overwhelming  bulk  of 
the  reading  tia».  In  fact  from  12/13  to  23/24,  Is  consumed  by  the  fixation 
pauses.  The  total  reading  time,  therefore,  may  be  said  to  be  practically 
the  nuaiber  of  the  pauses  multiplied  by  their  average  duration.  But  the  mxrtiber 
of  pauses  per  line  is  dependent  upon  the  size  of  the  perceptual  span—  the 
wider  the  span  the  fewer  the  pauses,  and  vice  versa . Hence  a type  of  train- 
ing that  is  to  effect  aiy  appreciable  econoay  in  the  reading  time  must.  In 
some  way  or  other,  influence  the  perceptual  process  that  occurs  in  the  fixa- 
tion pause.  The  Improve-aant  may  be  secured  either  ly  widening  the  visual 
span,  causing  fewer  fixations,  or  ly  aooeleratlng  the  perceptual  process 
thus  lessening  the  duration  of  the  fixation  pauses,  or  by  a combination  of 
both  these  results. 

F5Ri?H.mL  vigion. 

Upon  the  fixation  pause,  during  which  all  vision  or  perception 
occurs,  has  been  focused  the  attention  of  many  investigators.  The  perception 
that  occurs  therein  is  of  two  kinds,  foveal  and  peripheral.  The  area  that 
can  be  grasped  by  foveal  vision  in  any  one  fixation  is  relatively  small. 

Only  about  five  letters  (6l)  will  be  "unequivocally  clear"  when  the  eyes 


i 


•s* 


• .r 


.'  >,v 


■‘  ..  -,  g-i  c3  tr  rf  x*. 

.■’  i-  • ->  ■ ...  «.  >.,■;•• : j \ f".‘  yoi’^  '5-  w^i 


t!k»  ' c> 


. *>n  '*  r 


.-'i  . 


:,M'v: ;•:■■'  ) 


RJ 


•.’,  ',  ■'  .’J  ► '),; 


1 #A  ■ 


.f  ‘ ■ ' >'*' 

.V, 


I . n V • ■•.  ‘ " , 


0<U 


Ov^’ fl  t ;.’r* 


?5?Srf^A'  ■■ 

' t'  ' ' . 1/  ‘ ■ - ■ * _ , ■ “ 'l'^'  --'t  ' ." 


’Vi*' 


' ' ' 


. -r-  ' ,»•«%*■  1^. 

V,‘k 


•,V  "■ 


r:^'’.\.  »?; 

XX  " •' 


.'  . r;v:.  .:r  , ... 

>«<y  fl>:  ' ; 

i ^ - :"  - ■ '.X ’:  »■  ' XV  :’■"•-  "■“  ..?'.V  ..,w . 

-■*  . ”i.  'SB.-'  It  ‘.L 


».:l;,-^  - ft* 


'*: v“  .V 

,•  f ‘ •*<» 


4 ».'< 


■ 'i'  liin^c 


:'’.V"', 


' ' . ' ' ’ !■  .V  7r|*i7H^.  'iWr^ 

~>.it  Vl 


ftr9  held  quits  statloaary.  The  adjoining  letters  will  not  be  so  sharply 
defined,  but  will  shade  off  gradually  into  a hasy  outline  growing  fainter 
and  fainter  as  they  recede  from  the* foveal  area.  These  letters  are  grasped 
only  by  peripheral  vision.  The  area  of  peripheral  vision  is  consequently 
aauoh  larger  than  that  of  clear  vision.  The  nunber  and  duration  of.  ^Mi^jses  ner 
line  and  the  speed  of  reading  in  general  are  thus  seen  to  be  conditioned  to  a 
considerable  degree  by  the  effective  utilization  of  extra-foveal  vision. 

The  laportance  of  this  phase  of  the  reading  complex  seems  to  have  been  rather 
generally  overlooked.  Practically  no  conscious  attempt  is  aoad©  in  the 
present  teaching  of  reading  in  the  schools  to  develop  peripheral  vision  or  to 
enlarge  its  area.  Heading  which  is  w*iolly  or  chiefly  dependent  upon  foveal 
vision  will  be  slow  and  halting,  marred  by  too  frequent  pauses  which  inhibit 
the  development  of  a regular  rhythmical  swing  of  the  e'/ss  in  traversing  the 
printed  line. 

Dodge  (6l)  who  has  analyzed  the  functioning  of  the  various  elements 
in  the  reading  coa^lex  with  laarked  acuteness,  thus  describes  the  work  of 
extra-foveal  vision: 

"Some times  the  peripheral  vision  of  words  when  they 
are  indistinctly  seen  in  the  hazy  part  of  a line,  is  suf- 
ficient for  reading.  It  is  always  useful  furnishi»5g  an 
important  premonition  of  coming  words  and  phrases,  as  well 
as  a conaciofusness  of  the  relation  of  the  Iran  ediately  fixated 
symbols  to  the  larger  groups  of  phrase  and  sentence.  "STlth- 
out  this  premonition  of  coming  words  and  the  outlines  of 
larger  gro*ips,  the  process  of  reading  would  be  slow  and  dif- 
ficult. 

"In  normal  reading  there  is  abundant  evidence  that 
the  word  forms,  indistinctly  seen  in  peripheral  vision 
begin  the  reading  process  well  In  advance  of  direct  fixation 
and  the  consequent  clearing  up  of  the  letters. 

"It  is  this  prwKjnltlon  of  coming  words  and  phrases, 
sentence  breaks,  and  paragraphs,  that  determines  the  position 
of  future  fixations,  and  reduces  the  duration  of  individual 
fixations  sometimes  to  pauses  one-quarter  the  normal  perception 
time.  They  are  often  less  than  the  simple  reaction  time  of 
the  eye." 


r 

I -X  V 


!W;'' 


H'  ;■/  ■■  ' 


»•  ; I ' • 


' t‘'r  ' ■*' 

'^-,.r:.v-'>--^  '-- 

” S • J . 

4-  " :.*■ 

- ■ ; ' ■ " ' _ 
‘ • •■  r . ;:  -,  - .1” 

■ 

it  '. 

, -ii  s '•^  ‘ • i , r' 

Y-v  > .V  ' 

i '*i  i 

» ■,'/|^'i.-  '■  '•  > > 

' 1 ■ • ■;■  u %ri 

' 4 •.  ; *■  ’ *'■"■•  ■':•'  [ ’ 

.;  -X  " > : .-- 

‘ '■  1 ■ -;  ' 

, ':  ■ *f‘  ' ’'.  i 

',;».»  - 

_ • • 

■ y ‘i  ■ ^ 

'• ' '!  . / ' ; 

U-‘|,  ■ 1-  ' .y^''  ■*'>, 

i/''  !■ ,vX'  ‘n- . i' i‘'  ‘ ■' 

y, 

■ll; .»  ^■'  ' 

• .,  *•  »<f'  >’• 

;.  » . ! 
> • *.>.» 


O.-S' 

• r, 

?-T^: 


V ' -u  •'-*10  xti 

. : ’ r i*rf-'  '■•  ykV’  i» t'  r ‘.V  •'  '.'Jv'tf 

; '.*v"  ;,:.;:'^H'  “*■  . *;*■“* ; f ; 

“ . ' ‘ " rj*^  i' 

..  ;?-»5if  ••ii'  er!  • 

s'f  ;«irh  V-.V 


f w 


• ^ ht4^i  >♦?'  .iim-tir; 


hi'  ^' 


,^r' 

.*«  ■ 


iii'  ',i!t 


»• 

•f,.»  ■•'. 


.•,-.  ii 


,d.  ‘!T 'i4H^  .'  r? 


.*  1'* 


' ■ ,f  tii  ¥'  ■<'«■ 


'V  4,^'’  ' 


r .-rL' 


^r'  i ; ■-  , ' ••■  <:)('^^  ■ s;"  ■ ?:"■  ,.M^ 


K'.-' 


0.  ’ 


; 'r  * 


' ;>■  ^ 


T> 


r.’Sr  i ^ >:.  * '**"  ‘ .Y ' ':*'  ,.'  .,- 

■ ..f  '^'9^<v  A»jj{  . ,•  ■'-■'®’  • 


0'  mr! 


m 


% 


i7>t:  ■ '• 

'#<wt.* 


- '>^'■’^*’1^  ■ jVe. 



,i(^..''flMM'  ‘•.*.S>, "'«»■•.;  vjrrt/f  Wif^i. ' .^ '.  r ■'*  ’'’•■•  ' 7'i  « 

, ’ ' .7f  "■'."fl^i* 


htji#*’iv  '^■'  I.'  -'  ^ ''■ 


i. 


V. 


v-7‘  i' 

(VJM^  .! 


,'i  ^ 

,,, 


' 'T  ' ' , 

^ ' ' .iVliT' 

,ri:  , ■ ^4^ 


1 ' 


%:,vi  at4'«!5!:iL„  '.V' 


Not  only  is  peripheral  vision  effective  in  decreasing  the  number 
€md  diirati<»  of  the  fixation  patises  per  line  and  consequently  accelerating 
the  rate,  but  it  la  also  instruaental  in  fostering  and  3tiwulftti*Hg  moaning 
premonitions,  thereby  in^roving  comprehension  as  well.  Hand  in  !mnd  with  the 
reaching  out  of  perception  beyond  the  inwediate  field  of  clear  vision  seems 
to  go  the  reaching  a^vsad  of  the  assimilative  factor  beyond  the  moaning 
grasped  in  direct  fixation  to  those  dimly  felt  la  the  extra-foveal  area. 
L2eanlng  premonitions  made  more  numerous  and  more  vigorous  by  the  functioning 
of  a wide  peripheral  vision,  play  an  important  role  in  the  rapid  interpreta- 
tion of  the  printed  page.  Just  as  extra-foveal  vision  frequently  suffices 
for  the  reading  of  a word  without  the  agency  of  direct  fixation,  so  meaning 
premonitions  not  infrequently  carry  the  reader  over  raany  a word  without  the 
laanediate  apprehension  of  the  word  in  direct  fixation.  This  is  evidenced 
by  the  fact  that  a person  in  reading  a selection  aloud  In  which  the  meaning 
premonitions  stream  thick  and  fast  into  his  consciousness  will  unwittingly 
substitute  a synonym  for  the  word  actually  occurring  in  the  passage. 

Concerning  the  importance  of  these  meaning  premonitions.  Bodge  (6l) 


says: 


■Adequate  premonitions  are  as  conspicuously  lacking 
In  the  stumbling  reading  of  childhood  as  in  our  reading  of 
a foreign  language.  Their  developrsent  is  a most  important 
part  of  the  training  In  rapid  reading.  The  very  rapid 
reader  who  makes  two  or  three  steps  in  a line  can  see 
no  more  distinctly  than  the  plodder  with  ten.  His  main 
advantage  Is  Itf  the  way  he  grasps  what  he  sees  only 
indistinctly  in  the  extra-f Ixatlonal  vision.” 

(Italics  are  mine) 

The  Type  of  Training  which  will  be  outlined  in  this  chapter  has 
aimed  to  develop  the  more  generous  utilisation  of  peripheral  vision,  and  of 
its  mental  correlate — meaning  premonitions . The  direction  to  the  pupils  in 
the  exposure  exercises,  requesting  them  to  read  the  sentence  “as  a whole” 


0 i 


■ • , I ' • **  .J>  '.  iLii  1'^  •' 


j>>  1*  ! . 
f 


,if ' v,< 


r.  ’f  W 


, T.  , ' ’ r ” •'‘<<*  f ' 

0^' 

,.\  • . , - '..I  f 

' .•isf''^  '-ri  y ;:’ 

■ik’  ~ .'-t  ■ ■ .'■  ,>.? 


...  » 


■ft-’' y n ■ V 

V-."!’.'  Mf.  'Us&iw0'  "Si  ' 

-■  -^v-'  ' *""V  ‘ 

' ‘•Ij^  w«w, 


Ct;.;:' 


r-lf,  T > 

_ . , •'  ' ,'■  •■  ■ ’•  . '.  * •.■♦  ■ - 

• ■ .-•«  .t;r».,:vv’  . -c,.'*. ; ^ ••  • • ■ V"'^' ®'' * • 

' f V-;,^,rV}.'  ■■■'  > : ^ ■'■/'.'■  , V , „A  ..■  .y 

' , : V,..  "^■'-  ..r  ..  -'ii_<*  . 


ft  V •;■  ' , 4«**v 


' « 
fw'- 


:"  V.'.'  w ' .'»‘  '.^  ‘ ’' 

-'M  ■•■  ■■  "'i'--- 

..  ■ 1 . ,i  ^” '. 

.'  'j>se 

• r J ill 

jr  ;>  - V.>  C*-jJ*TV'*90S.  ,l  -’-xlti  ■.'^  :^t  ‘..>9?*^ 


•■.*■•;'  J 


-^r- ■/  -t 

i:! 


-■r,.  .N- .^;t- 1 .'>■.* ':"^'*'.?'"i 


a.f' 


f ' 

.V..4I 


■•ilr  ’'(. 


vr  ■>■■' 

. ■',  ■ It 


'■  . ':'■  '■-  ■.  ■ .-..  ■■: T . .;  r > 

' V '•'li.nm  ■•  ' •'  \S.-  * . . ■ ,*  • •*■.-  . 

.4  , ■.,:  ii  ^ 

,'  4',  :'  .-'li'- 


^;■l  ■ ■■>  W '■  • .'  ■ 


alloving  tiae  suffiolent  for  but  a single  fixation  vas  oa^eulated  to  call 
the  peripheral  vision  into  play,  irtiile  the  suggestion  to  occasionally  look 
up  and  tell  "how  much  they  saw  ahead**  how  much  of  the  rejnainlng  meaning 
of  the  sentence  they  could  give,  was  designed  to  develop  meaning  premoni- 
tions along  with  the  extra-foveal  vision. 

FOVSAL  Vision 

However  important  a factor  peripheral  vision  may  be  in  developing 
rapid,  effective  reading,  direct  or  foveal  vision  still  constitutes  the 
core  of  the  perceptual  process—  perception  per  ae.  In  the  field  of  clear 
vinioa  it  is  not  a satter  of  conjectural  Interpretation  or  laferencos  from 
previously  perceived  premises,  but  a matter  of  direct  fixation  axid  lanediate 
apprehension.  The  functioning  of  direct  fixation  in  connection  with  extra- 
foveal  vision.  Dodge  (6l)  thus  describes: 

**  In  adult  reading  the  mo-oent  of  actual  fixation 
seems  to  be  an  Incident  scxnewhere  in  the  middle  of  the  reading 
process.  Coming  between  the  premonition  and  the  after  echo, 
its  effect  is  to  correct,  confirm,  and  to  intensify  the 
premonltl<Mi.  Psychologically  its  function  Is  selective  and 
definitive.  It  emphasises  the  excitation  of  suitable  residua 
and  inhibits  t^e  misfits.  The  pedagogical  la^rtanc®  of  word 
forms  is  clear.  It  is  possible  that  special  training  in 
peripheral  vision  would  be  worth  while,  but  It  Is  equally 
evident  that  no  training  is  adequate  which  does  not  provide 
for  the  corrective  cooperation  of  direct  fixation.** 

The  of  Training  to  be  o»jt lined  in  this  chapter,  alms  de- 

finitely at  the  enlarging  of  the  perceptual  span  functioning  in  reading. 

The  work  In  exposure  exercises  attaujka  this  problem  directly.  It  endeavors 
to  widen  the  span  of  attention  so  as  to  grasp,  three,  four,  five,  six,  and 
even  more  words  If  possible.  In  a single  fixation.  C.  T.  Gray  (19)  showed 
that  a marked  increase  in  the  visual  span  resulted  in  the  case  of  two 
fourth-grade  subjects  after  training  In  perception  by  means  of  tachlstoseopic 
exposures.  In  the  oase  of  the  two  sixth-grade  subjects,  however,  similar 


* 


7i  *' 


^V,, 


■'  ■'  ;.'7  r,"S' 


: ^o" 


|i 


' 


\ ’■ 


; '*■  <-%'  ::^j;:''  o.7 

' ■!-<■.  1' »■•:;-/,■ ’5  -'>  -'■'.itV  ■#fc^,'!"- T»<.  * 

,:".  ''J'  _ *y‘  ' • • ■ 

' ,A  '.  .,  jrr-  , ",'. . • i .V,.  _ 

" V''  ' ■ '•■ . 


* ‘ti  <10  , It  ; ' •'>!':  '■ 

• . . ** 

y.  ' -'4-  “ 


a *o'% 


’ •■  o J>  A 6^^  ^ ■ ■'/« 'slMl.  ■ "i 


"i'  .* '.v; 


4f.‘  ‘ V*.  ^ 

'•  '^V 


»-  ‘ :-'  '*;  • I ■ . 

"’v:  wi-;  • ‘ ' * ‘ 


■:  cujii/ 


'V'  •k'V’, 


c 


5*%:' 


i ;y- 

i«  > ■.,’  ^ r 

'■ijl 


,•  /I  •% 'I 

Vi  ^ 

. ^ V 4\j,‘s  .'^- ifi:  .Lj'jij'  fji". .'  ' ' '■'■  r,  ■ .-■-■ 

‘ '■  ‘ - ' v>'  ,1,^^,’ Vt<k»  oi . ■'<  sttfi  '“y- 

'••  ’i  .••:  'cJi  --  -'. ••■•''  •''«^*^  ^ ’•  ' 

,....‘  . ...  • ' : t;  ‘H,  - . . .A}  ;»jjiJr'‘''.  if  ':- 

■■'••■■  daft  '"  - 

■•':  ' ■'  i ■'■'■  ;■*:■>'•>  " ipt'.tl  . ''Vif>>t*,'fi 

,^.;.  « - ..  .A ■■"  , : I-’'  '■/*;<■  V»«oW  i f^  ' • * 


- ',  .-.lia^j'.  ...  •,..  ■..•j.  .-'j 


'*’5  ' ^ ■'^^''."V  ^ .!  --’  ‘ ■■"-  '■•'.IT  . 

.k-T 


. .Vj.‘ 


'ii^‘ 


.' . ^':'V-’::-  •■  vvl’'  W''r>  ■■..,■/■;  ■'  f'' ^'-• 

4 V ■.  ■ . .>  v»*«=t:;ty  .yilAar .'  /s;  . »r.:oVf2C^’i»;/  •••  %' «•  ’ 


*',  >■  *,rl4  \k^vr!  i‘' 


.rc',  7'  -■■’■  ■ '.-.'f  ... ..  1 , ■•  • .y  '■ 

"'  : . ‘ :■  ■ . ■■...  . • . Y Y .-  ' . Y..  YtS  ■..  • - 


■ K y 


A *W4.:W^'V' 


y 


^ ' '.■  t'^XiltiV^  ;Y 


>s- 

■s 


, K«*w;:ab<j|ipit 


short  exposures  exercises  did  not  seem  to  effect  any  aporeciable  widening 
of  the  perceptual  span  as  deteraiaed  by  the  miatber  of  wCTrds  grasped  in  ja 
tachietoscopic  exposure . However,  an  socanination  of  the  data  afforded  by 
the  photographic  record  of  the  eye  laovesaenta  in  the  reading  of  one  of  the 
two  subjects,  B.H.,  taicen  before  and  after  the  training  in  perception 
yields  a rather  striking  result.  The  following  Is  a statenaent  of  the  record 
as  reported  by  Gray  (19)» 

Eye-Movement  Record  of  B,  R.  Before  and  After  Practice. 


Average  iSo.  Average  Average  No. 

of  Pauses  Length  of  of  Regressive 

Pauses -^v«aents . 


Before 

Practice  15.5  I5.4  • 4.5 


After 

Practice  6.1  12.6  1.2 


After  3 

Months  8.4  — 1.2 

Interval 


An  examination  of  these  records  clearly  demonatratea  a striking 
enlargement  of  the  perceptual  span  which  functions  in  actual  reading.  This 
is  evidenced  by  the  reduotion  In  the  average  number  of  pauses  per  line  from 
15,5  in  the  first  reading  to  6.1  in  the  reading  after  the  practice  in 
p>eroeptlon.  This  irrficates  that  the  size  of  the  perceptual  span  was  more 
than  doubled  since  its  width  bears  an  inverse  proportion  to  the  raiabor  of 
fixation- pauses  per  line.  Sven  the  average  duration  of  the  perceptual 
process  In  the  fixation-pauses  was  decreased  from  15»4  to  12.6  showing 
iaprovwBsnt  in  this  phase  of  the  process  also.  A notable  decrease  in  the 


I ’ “ , • 

V ■ ' 


■"  4*^1 


'■-'*-3  " -■ 

■ ‘^v'i  ; ^• 


^•'  '■;  .’  -a  - , 


■y*  • ' ■ . ^ 


. • ■ *•  V 

..  ■ > ,.■  . I .,;y,,-.'.^'<'*,  t '• 


> !'•  ' 


■ •■»•' 

•-■*  '"  X''X;' 

^•r‘n>rX' 

\ * ; 

4.  * ^ u‘  ■ '* 

'14''M‘'' 

,:^L  /.  ^.. 

' - •:.(■ 

-«■  .>.  . • ' .nr  ■»  .--*. 

' • • .vVX- 

‘ ■ ■ •' 

■ 1,  .'  •■'’i'"  ' 

•m  i > 

C*^' 

, /?  ‘ i - > 

"';?V''.:v/'  ^ , ' 

( ' . 4-  V 

■.. , M 4"  , 

< ' *■  .,  t.  -,'  — . ^ 

Hi'**"- iii(np.i»»A,'^  .<«»ii«inii 


«■-»■■  y..^Vr’.  4i'-i 


'-  'r 


y'- 


i’"' ' ' •“■ji  ^ 

■ i«ni^  iri  ail*  w.  ‘■■i»m 


MV  'vV'r-  ' ■■- 


«>fc»«ai I iiiijiupwp* 


' • -A  . ■■' 

:V  ■ 

■ ..  .’  ■ ' ' . \'"  A'  ■ . ’=4'  . ‘ ’ ■'''■''  , ■ 


» I'V  i 


.'•4 


r- > ' •■ 

Q.  cc  .•  ■■•'- 

P.-  I !.'«*  .* 


' ■ ■ ' * ■■  '■  ' ' ■•  V . . ■iw,..  f 


^ ''i  ‘ 


t •'.  v'i  -T.  • r ;•■  * ■ ‘ fCT^ ; ■ * ■'  ■•' * * * . '■■  • ' ‘ ' 

■*•  "■  '••.'•■?’■"•  .*■  '.  ■;,  ■,'i"f-:'  !gt  • •.■••'•‘‘  *';J'^«*  ••  -V •.VjiT, 

' ' i ' V.;  :.  J.'  ",  T 

.'.  f„*  ,-t;v r- < t to'^wfcii^ 


■'i 


*V'  . 


^ ■ jV 


j * < ;.  ■•.I'.ii^  .;^  . ' . ■■  ..^|'V\.:  '.^-o».  ,.'|.'>,4,,y!.^.' 


loo 


average  number  of  regressive  movementa  per  line  Is  likewise  noticeable*  S.  R.'s 
rate  of  reading  as  determined  by  careful  tests  had  increased  from  1.0  word 
per  second  before  the  practice  tc  5*0  wcarda  per  second  after  the  training— 
an  iaproven»nt  of  400  per  cent. 

Consequently  while  B.R.'s  span  of  attention  showed  no  notable 
increase  in  grasping  aiafoers  of  words  exposed  by  a tachistoscope,  it  showed 
a S'^iking  enlargement  in  reading  an  actual  context.  In  alluding  to  this 
point  in  Chapter  III,  the  writer  tensed  the  latter  the  relative  span  of 
attention,  the  span  which  functions  in  readir^  a context  material,  in 
contradistinction  to  the  absolute  span  which  functions  in  tachistoscopic 
exposure  work.  Exercises  of  this  latter  character  have  shown  that  the 
perceptual  span  which  they  call  into  play,  grasping,  as  it  does,  five  and 
six  words  in  a single  fixation,  is  seld«»a  fully  utilised  la  ordinary  reading 
whwe  the  span  rarely  exceeds  two  or  three  words.  Consequently,  while  the 
absolute  span  of  perception  may  show  no  Increase  as  a result  of  training  in 
perception,  the  relative  span  which  functions  la  ordinary  reading  may  reveal 
a striking  Increase  as  in  the  present  Instance.  In  other  words,  the  percep- 
tual span  is  utilized  more  effectively  in  reading.  The  point  f»ade  here  is 
that  this  is  true  not  only  of  fourth-grade  subjects,  but  also  of  older 
subjects  as  3.  R.*s  case  well  illustrates.  The  eye-movement  records  of  B.  R. 
certainly  lend  no  support  to  the  tentative  conclusion  of  Cray  that  training  in 
perception.  If  It  is  to  produce  results,  shosld  come  before  the  fourth-grade. 
For,  the  perceptual  span  as  it  functions,  not  In  the  grasping  of  isolated 
words  or  phrases,  but  as  it  is  used  in  the  reading  of  connected  laaterial  Is 
the  important  factor.  That  this  latter  is  susceptible  to  improvement  has 
been  clearly  shown  by  the  record  of  Gray’s  subject,  B.R. 


r-* 


‘Vi 


•;  it  iHt  -V*..-. 


» i V. : 


' 1,'a  * i 


, #1 


t .Jf:  V i 


iX’S-)r^!  ',  - ^■5a^*wCl  iectW'i  'r 


iC-  ' ■ ‘ t.i'-i.'rV 


rr  , ■■  , ..'■?:  ‘ 


• * '^Rd' -i-  . - .A  ,^r 


'*  X<  X-  . *'' 


’ ' " /' 4***n ',  . ■ ,*fi  ' J.  * ,.  ^ *.  ■<  t.  • » ■• 


,c-.;tv  v , j t.v,i,--i:.?J,;rfoi#'r4# 

fe-f!;.-',:  : A.?  ' -V.  ' ■■  - .:  ■X>-.V:^^:/ 


i 


,}‘i, 


, ,.  .W«‘‘  rf4 


• ■ J ^ ‘ iaf  ,-,  „ ,-rf*.  r ' ' IT  V'  *,  ■.-'  ' T 

■ ■'  ' ■ ' ' ' .'  • ■ "■■.-  ■"'“'  •ift  "'  "■  ' . „ V ^ ,. 


^'4 


; ' W*?  V- 


•..  ''^'liv'kii^:-:  "-"-uV  . ^'.^■‘«.-r5'*  v.,-...^:  «**2i 


J;\,t*  .-  0^,:  :.,tXi  ,t^4:S  £i>4i,_ V ' 


Vj  ^ ' * * ^ . ^ ^ ^ 


►.  -“/• ‘i**' if*  • A ■ •,.■  » ji/  7:r./,:*-i 


' '^  i ’ . ..  ■ " , ‘ V -1  _■♦  ' 


r tw. 
l ‘k' 


'•  . ^"'Vj'.' 

tiiiuti 


. . .•  ' ■!,■  ‘ !•  ■ ’ 
' ...  A.: 


.'  ' ;?v 


. i i‘  \ if  . 
y L,1'«  ' " 


V 


>■■ 

•i  IT  % S^ 


?l«lation  of  Speed  of  Reading  to  Typea  of  Imagery. 

What  is  the  effect  of  the  different  typea  of  mental  i^gery  upon 
the  rate  of  reading?  In  other  words,  la  the  reading  rate  largely  conditioned 
by  the  mode  of  imaging?  If  so,  what  types  are  conducive  to  rapidity  and  what 
ones  tend  to  retard?  These  are  some  of  the  interesting  questions  which 
have  been  touched  upon  in  recent  studies  in  the  psychology  of  r^MwIing. 

To  the  above  queries  W,  A,  Schmidt  (7)  gives  no  uncertain  answer: 

"Individuals  of  this  (visual)  type"  says  he,  "sure  by  mture 
rapid  readers,  other  conditions  being  equal.  Their  speed  is 
not  due  to  scanning,  however,  for  they  have  no  occasion  to  resort 
to  this,  since  there  is  almost  no  limit  to  the  rate  df  visuali- 
zation. The  motor  type,  on  the  other  hand,  tends  to  represent 
the  slowest  readers,  the  dependence  upon  the  physiological 
mechanism  being  in  this  ctfse  quite  marked.  The  auditory  type 
ranks  between  the  two,  the  hearing  of  the  wcsrds  being  in  this 
case  often  quite  vestigial.  This  type  appears  to  be  much  more 
eoosaoa  than  either  of  the  other  tw4  types.  Jfest  of  the  evidence 
which  the  writer  has  been  able  to  gather  thru  Interviews  with  a 
large  number  of  individuals  seems  to  support  the  oonoluslon  that 
the  auditory-motor  type  of  reader  can  compete  with  the  visual 
only  when  he  is  able  to  resort  to  scanning.  There  can  be 
little  doubt  that  rapid  readers  fall  almost  exclusively  into 
these  two  classes—  those  on  the  one  hand  who  are  good  vlsualizers 
and  those  on  the  other  hand  who  have  acquired  the  ability  to 
gather  meaning  from  the  printed  page  without  definitely  reading 
all  the  words  and  sentences." 

The  above  conclusion  of  Schmidt’s  appears  to  the  writer,  to 
possess  a certain  amount  of  plausibility.  It  seetas  at  least  a priori  logical 
to  assume  that  reading  which  involves  merely,  or  at  least  chiefly,  visuali- 
zation, requires  less  functioning  of  the  physiological  raechanism  than  the 
auditory  or  motor  type  with  their  more  or  less  elaborate  movement  of  the 
wjsoulature  of  articulation.  Involving  a less  elaborate  functioning, 
visualization  wo>jld  seem  to  be  a more  direct  and  more  rapid  mode  of  reading. 
Schmidt  appears  to  go  rather  far,  however,  in  maintaining  that  "good  readers 
fall  almost  exclusively  into  two  classes"—  good  vlsualizers  and  those  able 


to  aoan;  that  the  ayditory  or  motor  reader*  can  coapete  ^ith  ^isyalizers 
only  when  they  resort  to  scanning. 

In  the  first  place«  the  data  which  throw  any  light  upon  the 
influence  of  the  various  types  of  iaaagery  upon  the  readit^  rate  are  exceed- 
ingly meagre.  The  scanty  evldenod  that  is  available,  however,  does  not  seem 
to  warrant  so  positive  a statement  as  to  the  conditioning,  determining 
influence  of  the  mode  of  Imaging  upon  reading  rate.  There  are  mtmroua 
iastanoes  in  the  literature  of  very  rapid  readers  who  are  decidedly  "audltares* 

and  "motaires*  b»it  who  can  compete  very  successfully  with  the  visuals. 

* 

Moreover,  it  is  to  be  remembered  that  the  audition  nay  be  of  the  faint, 
vestigial  psychical  character  involving,  according  to  the  Introspection  of 
some  psychologists,  no  movement  whatsoever  of  the  musculature  of  articulation. 
In  the  writer  *8  judgment,  it  is  In  the  latter  factor—  the  elaborate  functi<m- 
ing  of  the  physiological  mechanism  of  vocalization—  that  the  retarding 

f 

influence  is  largely  to  be  located.  If  the  latter  be  eliminated,  a high  rate 
of  speed  may  be  reached  regardless  of  the  type  of  imagery,  as  the  results  of 
the  present  investigation  indicate. 

"Most  of  the  evidence  which  the  writer  has  been  able  to  gather  thru 
interviews"  is  mentioned  by  •Schmidt  as  the  data  ♦ from  which  he  generalizes 


• After  the  above  had  been  written,  the  writer  received  a oommunicatloa 
from  Dr.  Schmidt,  in  which  the  latter  mentions  Quantz*s  experiment  as  corrobor- 
ative of  his  generalization.  As  the  writer  had  already  analyzed  the  results 
of  Quantz*s  experiment  In  this  Chapter,  it  is  felt  that  all  of  the  essential 
data  upon  which  Dr.  Schmidt's  conclusion  rests,  have  been  considered.  Dr. 
Schmidt  also  states  that  he  adults  whom  he  interviewed  "wore,  for  the  most  part, 
individuals  who  had  studied  psychology  rather  extensively.  In  consequence  they 
ware,  as  a rule,  able  to  attempt  (whether  they  succeeded  la  quite  another  ques- 
tion) to  classify  themselves  as  auditory,  motor,  or  visual  in  type."  In  the 
writer's  jtidgment,  the  attempt  to  classify  oneself  in  regard  to  imagery  type, 
without  using  any  psychological  test,  is  rather  precarious.  Dr.  Schmidt  has 
the  gratitude  of  the  writer  for  his  additional  information. 


' 1 

,.y .» 

./,  ■' 


’< J 1 X *y ' V'^*  * ' - 

; . -ViiU  - 

t.  ^ . 

#/#  ■'  •'  • «fwwi*a 


'vi'l  ■ 'i'tV—  ■~'’ir;r-  •tif'^f'  *'"■'*  <)'*' 


' '•V\% 't'-V^ 


, " r • : » /n  cv 3:?';’^ •<<*»  »:«»*:  &’ 

*»•«»'!  • ' ' ?t  -•!ll#’ • ' ■■>  ao^ i *' 

. ;■  vvi* . ;ivjr  f'li-  ■' /•■'*.'?  /i  f ■•'♦18 ••  *' ^ «***^»'  '• ' 

'1  ' 

.,■:«  ,;,^V  6^.0, 

- V , 

•;  .. 

■'■»{  • ■'<*-!•  .'rf.'SfV  * 

U-:  i -,  - : •.  "O  5.- 


■ '■■A': ^'■ 


:a'‘  k ■■' 


■'iv-v.,'  <»f:,  ’-y If,'  ,1 

s 


. - ■^Mi^taift'i'  ,x'.','u#^£*W/vsi:^'  ^newer*^-  F>^ 


’ . „ ■ ' ....■,< .. . , 'P  ,^-  ■^-w,''  -,)!-  ' i'  "r'' i' /'t '■  ■,'i'f-^  ^ ' 


rj  .%tj,  V ■ - ^-  .>•*!.  >.  •»  I'lfc-  ''V  -U''..  '.■  ’•  • '■  •"  •■■.•••.-»  • - ^ - ■ I . ■ ■.■\*u  , •,  _#  M.  ^ “ 

fl;  ■; 5.;;.^;  :■■■''=  .^xs^ ,*;■■<«!«* .c^-r 

.v.;.r  -to  , 


^ _'r— : 

»■'  ’ 

■>fcvt  V^' 
.■'  '••!  '■  > 


J'.it/XO^'ypf  S fi.  .-■Sj’-;  ' M’i'i 


102> 


ooncerning  the  conditioning  influonoa  of  the  various  types  of  iiaagory  upon 
the  reading  rata.  A grave  difficulty  ifhioh  coiufrontad  the  writer  in  hla 
endeavor  to  secure  data  on  this  point  by  questioning  readc»r8  as  to  their  mod© 
of  ianging  and  their  reading  rate,  was  their  Inability  in  the  overwhelming 
majority  of  oases  to  determine  with  anything  approfichlng  certainty,  what  is 
their  daalnant  type  of  Imagery.  ??or  is  that  strange.  For,  practically  all 
the  recent  investigations  (62-C7)  of  Imagery  types  have  shown  that,  as  a 
general  rule,  individuals  e«pl<^  not  a single,  constant  type,  but  many  types 
of  Imagery.  Netschajeff  (63)  has  conolualvely  demonstrated  the  existence  of 
such  combinations  of  imagery  types,  for  example,  as  the  visual-motor,  the 
audltory-mCtor,  the  audltory-vtsual-motor,  etc.  Indeed,  even  a single 
of  mental  work,  individuals  are  found  using  now  one,  now  another  mode  of 
imaging.  There  is  a confusing  compleoclty  of  modes  of  imaging  la  a sli^le 
individual. 

In  view  of  this  fact  it  is  not  surprising  that  an  individual 
when  Interviewed  can  scarcely  state  off-hand  what  is  his  precise  type  of 
imagery.  ^«n  when  subjected  to  psychological  tests  in  the  laboratory,  the 
doairmiat  type  of  imagery  is  not  always  established  with  certainty.  Indeed 
there  is  no  single,  psychological  test,  that  can  be  relied  upon  to  discover 
with  certainty  the  dominant  mode  of  imaging  in  the  case  of  a ” mixed”  type. 

It  la  in  the  latter  case,  moreover,  that  most  Individuals  are  found  to  belong. 
Meumann  (69)  epitomizes  the  results  of  his  own  extensive  investigations  and 
those  of  other  Investigators  when  he  states:  " Investigation  has  shown,  how- 
ever, that  the  great  majority  of  people  belong  not  to  pure,  but  to  mixed  or 
balanced  ideational  types.  In  these  oases,  we  have  a compromise  between 
ideatloml  type  and  sense-modality.”  Illustrating  the  complexity  of  modes  of 
Imaging  in  a single  Individual,  he  says;  "For  Instance,  the  concrete  visual 


fS  ‘ 


* ,*  - / - '■  H • Ur"/ ' « f i 4 ' i rof’ 


J 


V C't 


f< 


1 . . . f » .— 

>,  c.  -j.  J'.  X ■'"*■  <!  T ^rvv  .^'*\?'»^>?f•  'f*^'.^.'.',*^i'./  1»*.'“'  ■<■  >‘4;.  ■ '. ;i.v 

'■■».'  iJt  . 


CM  . 


^ ' ft  pi 


" ■'"  ' I'  ' «*■•  V"'  ‘ifi 


' ,-:/  ,f:;' 


IJ^'v 


'M^.  ,,►*•' .'V  C* 


■-  '^2^;  a.'".  ..  ■ 


-c.  Ir^'fcytDKJ 


'ts 


;S 


''  ‘ ■ ' ' ' ' ,»-  * "■'^ 


v*.>^  ' 


'^  1 « 


‘ »1  • • * ' > il'  *^  ‘ iS*  I*  "i*  ^ ' • I * ' » 

'.  ' ,*fi  1‘  * , if*.  ■ ■ ■_  I ‘. ' ' * ’>,  *'  ■ ijv 

^ kil  ' .T  , \ » I . ■ ; ' . ' ■ •■  ,*7  s ■ T 

■ " ■ ■'  ■ ■ ■ ■'  ' ' C-'K 

k.'V.i.'  ••■  ■ M /-  '•  ';  "•''' 


»A., 


P'  '■ 

v'.v.  ■>'> 


■•  i-  • ' ’’  ■ ' ' ' . ■■  ■'  c , ... 

*'  ' 4-  ‘ ' L f,  . •.  ‘ iff 

'.■■  , ’ :...:-  ."  t .,...■.  , c.-v  ^,  ' - 


'r«'v 


! ' 

(ii^ 


, , , . '■■■4'  . _'  ■ ;.  -.^  . ..  ‘,  .'■>  t'.  C ■ 

*“  .■.¥,»  •;»  ■'=%!> . r ‘JjtCi'  ■ ‘^^•‘  ‘ 

'^53 

J\"5 -<ir.  ■' 


■■i-is>xi'  at  .■••  Vw’'* 


. ■ .;  ^ '■,.  . , . ■ .^v  - , ■ , ■ . 


. ■ r '♦■‘a^acf  . ‘ , ftiitlifr  Vi"f**  -.J  •,  »’ ■ ‘A’  /i|;  .aifci.i' 


type  of  ideatioo  my  co-exist  in  any  individual  with  verbal  ideation  of 
another  source,—  with  vocal-motor  or  with  verbal  auditory  imgery,“ 

Consequently  the  question  might  well  bo  raised  as  to  the  accuracy 
and  the  general  value  to  be  attached  to  information  derived  from  Interviews 
upon  a question  that  is  notoriously  difficult  to  answer,  even  when  fortified 
with  the  results  of  a psychological  teat,  let  alone  when  answered  off-hand 
without  such  a basis  for  a reply. 

The  only  express  attempt,  to  the  writer’s  knowledge,  to  attach  the 

probl«n  of  the  Influence  of  imagery  types  upon  reading  rets  was  the  experiment 

of  Quants  (26)  at  Wisconsin.  Quanta  sought  to  determine  the  relative 

Influence  of  the  visual  and  the  aural  bias  upon  the  reading  rate  In  three  ways: 

"(1)  by  testing  the  visual  and  auditory  span;  that  is,  the 
limit  of  power  to  repeat  correctly  words  read  or  heard  onoej 
(2)  by  detection  of  differences  between  two  variant 
readings  of  the  same  passage;  (3)  by  the  ability  to 
reproduce  the  thoughts  of  two  selections,  one  of  which 
was  read  to  the  subject,  the  other  read  silenty  by  him, 
at  the  same  time." 

Whether  a«r/  of  these  three  tests  actually  determined  the  dominant 
type,  or  even  the  relative  strengtli  of  the  visual  and  auditory  imagery  In 
the  individual,  is  very  doubtful.  Underlying  the  three  methods  employed  by 
Quantz  Is  the  assumption  that  the  capacity  to  grasp  and  remaraber  or  reproduce 
words  presented  orally,  or  visually  constitutes  an  Inrlex  of  the  relative 
strength  of  the  auditory  or  visual  type  of  imagery.  That  words  presented 
orally  and  reproduced  in  the  same  manner  do  not  necessarily  tap  solely  the 
audit^y  type  of  Imagery  is  evident  froma  the  fact  that  there  is  always  the 
possibility  of  transforming  the  auditory  impression  Into  another  more  favored 
type  of  Imagery.  The  same  Is  true  of  the  possibility  of  transforming  the 
visual  Impression  into  an  auditory  Image.  The  existence  of  such  s substitute 
mode  of  Imaging,  a "surrogate",  or  sort  of  vicarious  functioning  of  imagery 


n ' . ■;  Tr  • w 6 


f *' 


, <i!| 

t ^ ' ' ' * ■ 


■1.: . '.'rilKJi  . >("  f ^ ,t 


%V>  'V 


e./. ‘i>’'  , ■ ■ 


'■.  * * V M 


■ i X'  * '<“  'Q*  ^ *«  ‘Ol  r . 

.,.,  KV.>.W-  •./—  ■ • ' ' 


4 


lltf-  '•>> 

.■:  * 

; ■'  '.t  V ' 

*»/!j  ■ . •.  ..■  ■ «;.  f,  • r*  • 

;-^v 

,„  '..  .’^  " " ■ ■' 

’■  -^  • . . * ':U  ’ ' .'  as*‘4^ 


*-'5  ^ ' ■"■•  V^:  W,.'  YT. 

KJ'Si*  - - • vi-r;»>^:itt!  , '/■■  "'■  -•«  .to^li»»»»,-V'^; 

’”  ~.' _ r ■ . , 'i  -■  > /■■  jo.l*'<H«"'  /^r.f  ’ >'  . ,;'i,  5^1^’"  ■ 


, *,:.  '-V'^  - V\.^:  ^ I ^ __, 

„ ■ rjir,-  . . •,■.■:■■■  ...■:  ■(  . r /’■.'V'-  i.V  ..._..  ..f.  ..  i»'lf:-:?T' 


• .,  .-  ■',  ,•  .'  ''  ; '•  ■',  - , ■ ■ . / '^.V  'Vi';  /rT'  - jj_r<rr*r» 

j,--,,  ■;•  'i ^ 


'V:^-D,^7U  V' 


3S-  ■>  * *.^4,  -.r  - ve- ’r ''''••••■''" -4  ■ iirf::- • ai .V "-^ 


„.,.■  rr-mj-y  y ^''  •■■<■■'  ’■  ■■':^S'‘*  ^-■■^•.'»i^...r,i■^'W-■''“■'^ 

. ' ► ■‘j  JL  ' ■ • 

■ 


. .-  ■■  '::v«^^-i'%  ’■'  .^-r7  T ••  wr.  • fS^jES^.^ 


r,.w;*  av*i3I , t*. 

•’  ‘ .^..  "vv®  ^ 


» , 


■•  . . ' 

„Hj;».w  f.*«.  ■<«,  ■ -‘ ,,^^. 

" ^.  1:  ■ ujfe 

'y  '''5-C  ’ . ' , 

, v4.  ' ,.  |■'''■t;, 

' .'  *i  'L  .>,. 


*!■ 


:.>  '»:v.  ,(1 


typ««,  vhloh  has  bean  socperloantally  demojasirated  by  l^umann  servos  to 
rondor  the  fundamontal  assumption  underlying  Quanta’s  throe  tests  very 
doubtful,  and  the  conclusions  based  upon  such  tests,  of  similar  questionable 
validity. 

Indeed  afe’imann  (69)  cites  as  an  illustration  of  a process  where- 
in substitutive  imagery  m.y  be  employed,  practically  the  same  task  as  Quants *s 
test  of  the  span  of  prehension—  "the  limit  of  power  to  repeat  correctly 
words  read  or  heard  once." 

"Let  ua  take",  says  ^fetraann,"  the  case  of  an  individual 
who  has  read  a list  of  words  or  to  whom  such  a list  has  been 
dictated,  with  a view  to  having  them  reproduced  Immediately 
In  vocal  fora.  The  mixed  type  is  always  able  to  adapt  Itself 
to  this  task.... In  recalling  auditory  words  iaasediately  after 
hearing  them,  the  vlsualiser  may  empl<^  auditory  images 
chiefly,  but  may  make  a secondary  use  of  the  visual  imagery 
into  which  he  has  transformed  the  auditory  material;  but  in 
recalling  a conversation  with  a friend  after  a long  interval, 

. . .he  has  recourse  chiefly  to  visual  images  of  expressions 
employed  by  his  friend  during  the  conversation.  The  indivi- 
dual who  belongs  to  a pure  type,  on  the  other  hand,  endeavors 
in  immediate  retention  to  transform  into  his  own  favored 
imagery  the  sensory  in^)re8slon8  which  he  receives." 

The  results  obtained  from  the  three  tests  applied  by  Quantz 
are  by  no  means  uniform.  The  evidence  from  the  first  test  (span  of  pre- 
hension) Quantz  construes  to  indicate  "a  gradual  increase  in  the  rate  of 
reading  as  the  subject  moves  away  from  the  auditory  type  and  toward  the 
visual."  The  results  of  the  second  test  (detection  of  differences)  are 
just  the  reverse,  showing  that  the  auditory  typo  is  decidedly  more  conductive 
to  rapidity  in  reading  than  the  visual  type;  while  the  third  tost  (comparison 
by  simultaneous  processes)  seems  to  show  a correlation  between  eye-mlndodness 
and  rapid  reading.  The  conflicting  character  of  the  results  obtained  tends 
strongly  to  corroborate  the  writer's  conclusion  that  not  one  of  Quanta 's 
throe  tests  are  really  capable  of  determining  whether  the  subject  was 


^:‘S‘r..'-‘  ,ii Vi  fr' '*»  V "'f.-S' 


' ■ -4  c.'  tlvt'W  4^* 

'ji' V?  'isJ  :'  "■  * 


. '1  r: 


V 


I 


iiO  ft*  ®* 


:-i 

'"'  'V 

■ ,'-i: 


''-•  ;■  ../.'Jt'j'. 

5 % 


•'  - 


, y.!.C 


:«Sv 

: :> 


-' ■ * 3"'  - ^ f 


' , . •'>"■■■ ''■3k  --»v  - 

■ • '”'  r »...  ■ '".  ■ -■-  • ' V»h^  : • 


V..',..,  . a->..r  1.:  f : 

''»■  ■ —"fr *•'-■- V-' . - , -.  ■ . . :,  , Tvt-A-r  - 

. ^ 5 r-.«-v-  •■.-  ■ ,f?-'  Pf.  •-,'•-<» 

*"  ' \ ^-  ■ ^ - . •.  r-..  ....  ) r'rt  ■■«'.>'.  •.  •■■  r .'«»*  -f  •«?:.<  ‘'.  ■';•<  .*  • '•. •{•>!■:< 


■".?a»ww' 

«'■  “.'■it'’*  . :.  r.  •,  > c ••.„'#  T..fj .’  r-‘v„  .•.rr,,,.*i-  *iu.  - . 


. , ..c--'-  4 ■...  4..,^'  firm*  I-— 

‘ 'f  .,‘1* „..„'s  'jWj' :?»«  >•  -■'■»  f t..-i?i,  4.»0^ 

■ -.■■■  ■ . ■ ■ ■'  ,•  ' i‘.'  i ‘f  :■ 

30'.«  - s- f-.  -T  ' •'  ‘/Ih' 


.J '^1  .*'■  s’  .4'*!'^'^'  ^ 


'■  ;4V. 


» ■’'  , y''  y ■•  '■■  ';,'V  ^ •;.  '■'■ ‘ ’ ■:4 


* 1 


■Aim 


: lt4;4,  i 4i 


- %flSli.  'V. 

■ ' "5^-  ' ■(■' 


doialnantly,  of  the  visual  or  of  the  auditory  type.  Not  having  dotorndnod 
that  first  essential  fact  for  a comparison  of  the  relative  advantage  of  the 
visual  or  auditory  bias  upon  the  reading  rate,  conclusions  based  upon 
correlations  of  reading  rate  with  prehension  span  or  similar  exercises  are 
quite  lacking  in  validity.  But  even  If  it  were  ass^aaed  that  the  isagery  types 
were  established  with  precision,  a oonclualon  as  to  the  decided  advantage  of 
the  visual  over  the  audlt<»ry  would  scarcely  be  warranted  in  view  of  the 
conflicting  character  of  the  results  obtained. 

Thus  the  results—  meagre  a»i  conflicting  as  they  are—  of  the  only 
direct  experimental  investigation  of  this  probl®»  would  hardly  seem  to  support 
so  positive  a coholuslon  as  Schmidt  s that  "the  auditory-motor  type  of  reader 
can  c<»pete  with  the  visual  only  when  he  is  able  to  resort  to  scanning." 

Meuaann  does  not  treat  speoifioally  of  the  effect  of  the  iimg&ry  types 
upon  rate  of  reading,  but  he  does  discuss  their  inf luenoe- upon  rate  of 
associative  learning.  In  this  connection,  he  states  that  "the  auditory-motor 
individual  always  seems  to  possess  a lass  reliable,  but  a more  rapid  memory'* 
than  the  Individual  of  the  visual  type.  The  auditory-motor  type  seems  to 
function  more  rapidly  In  associative  learning. 

To  the  question  then.  Is  the  visual  or  the  auditory  bias  more 
conducive  to  rapidity  in  reading,  no  positive,  definite  answer.  In  the  writer *s 
judgment,  can  as  yet  be  given.  The  paucity  of  experimental  evidence  on  this 
point  is  such  as  to  render  any  conclusion  but  tentative  and  highly  conjectural. 
The  conclusion  of  Schmidt’s  ranking  the  visual  type  as  the  most  advantageous, 
the  motor  type,  the  least,  and  the  auditory  as  Intermediate,  while  theoretic- 
ally very  plausible,  is  as  yet,  without  sufficient  experimental  corroboration. 
But  the  meagre  evidence  that  does  exist  warrants  no  srach  fatalistic  attitude 
as  Schmidt’s  ooneernlng  the  all-powerful,  conditioning  influence  of  the 


“ 'IC' 


'• ' i ’bet'll 


, i.,‘-  r. 


**  ^ 
*1 


'I. 


«An. 


♦ ”^‘"  :'r »’»  ./!  - 


^ '‘Vv  -t  r ‘ u'^^V^Vr-  • ' 


>•  iOlL'? 


S,>' 


-V 


W'r'"  r.  i'll 


■’ ' J 4“' ' 3Utt  fnN?*T  ■ "-T»  ‘ t ••  f -!,  ■ 


, . .. I . ^«,.. .;  ..r.vV-fV:**’  tvi'  • ’ ••^r -♦•?'•.  ■ 

> V;  ■.-V  ,,^j,  'Sr»+i:  . .V’’'*  * ■’  Y/cv-  r<*  41»  r*< 


•'  J r: 

*t* 


',V  *fv  ''  '‘il.M.  . ' ■ ■ , ■ 


5 Vi'’'. ' ''-  ’ . f?  ■ ' ' ' ‘ ^ '.  ' 'm'  \ 


' f-ji  '3  :,-.*'''ji*^  ' ‘*r;'n.„  j» 


' ;v  .-v.,  ..V 

tifi*  If'  ' •'' ' .’-II* J ^iii- -'  lyifi’  t.'.i  * Jt  #1'  I*  ' 5*1 .1^.“* 


u.^ 


'T  '■'  ^ ' .*  ....  ' r ; I ’*  .. 


X ._'  '.Ji  , 


■y'  '■< 


‘«e 


:■*..  n' 


1 ^ ’.  I • ^''A  *•>  I i’  ' , ,.  ■ I 

; „;:v  '^-  'V  I ,;V  . ■ • ", 

I ‘i  I ’r"  • ,. ' ' <»  ;■  I i’  <’.’  '!lL 


' l''u‘  &.'..li*TUC/f 


imagery  typo  upon  reading  rate.  Rapid  readers  have  been  found  among  all 
types  of  imagery.  la  the  present  study  the  vast  increase  in  speed  reported 
of  all  the  experimental  pupils  in  certain  grades,**-  in  s^ieh  there  were 
beyond  doubt  different  types  of  imagery—  Indicates  that  marked  improvement 
in  rate  may  be  secured  regardless  of  the  pupil’s  mode  of  imaging. 

Training  in  Pereeptlon. 

The  third  l^fpe  of  Training  has  been  based  directly  upon  the  findings 
of  the  psychological  laboratory  as  to  the  fimotioning  of  the  eyes  during 
reading,  showing  the  crucial  Importance  of  developing  and  •widening  the 
perceptual  span,  or  at  least  of  making  more  effective  use  of  it  in  reading, 
of  decreasing  the  duration  of  the  fixation  pauses,  and  cultivating  a regular, 
rhythmical  s'wing  of  the  eyes  in  the  iaterfixation  movements.  The  laethod  was 
worked  out  carefully  in  Its  entirety.  It  was  found,  however,  that  none  of 
the  present  types  of  tachlstoscope  ccnild  be  used  satisfactorily  for  groups 
of  pupils.  In  class  exercises  the  word  or  phrase  exposed  should  bo  legible 
equally,  (or  approx inately)  toesrery  pupil.  An  apparatus  which  would  espose 
cards,  containing  words  and  phrases  of  varying  length,  suitably  to  a whole 
class,  for  intervals  ranging  from  about  1/12  of  a second  to  two  seconds,  and 
which  would  moreover,  be  easily  manipulated  hy  the  teacher  was  found  necessary 
if  the  work  was  to  be  done  with  the  scientific  accuracy  necessary  for  the 
purposes  of  this  experiment. 

Such  an  instrument  could  not  be  devised  in  the  time  at  the 
writer’s  disposal  before  the  launching  of  the  experiment  on  the  scheduled 
date.  C.  H.  Stoeltiiv:  of  Chicago,  with  -whom  the  plaris  were  carefully  dis- 
cussed, has  given  the  writer  the  assurance  that  an  Instrument  of  this  type 
suitable  for  class-room  purposes  can  be  devised.  Superintendent  Taylor  of 
Oregon  has  also  worked  out  plans  for  Its  construction.  The  proper  Instru- 


oant  afliy  b«  available  shortly.  Tho  this  type  of  training  was  not  aetnally 
applied  In  the  present  investigation  because  of  tho  lack  of  proper  technical 
apparatus,  it  is  thought  that  the  presentation  of  an  outline  of  the  method 
nay  be  worth  while.  This  would  seem  to  be  so  In  view  of  the  probable 
appearance  of  the  necessary  mechanical  device  In  the  near  future  and  because 
there  is  considerable  evidence  which  points  to  a method  of  this  kind  as 
capable  of  greatly  accelerating  the  reading  rate.  It  is  the  hope  of  the 
promoters  of  this  experiment  to  submit  this  type  of  training  to  an  actual 
test  when  the  necessary  mechanical  facilities  are  at  hand. 


4 ' 


'Iff  ' ‘ ' "’'■J'*''"* 

I ""M  ■*> 


>'■**  Jii 


■'  ■?! ; > 'T<^■ 


’.Vr*  .-c^X•• 


: > r-  1^/  • 


#■' 


•JIV 


,'V!A-*'4ij',  ,‘f  I 

.-.•.-i.e .'  , ■ .'  . .....  :r,.^ 


^.4.';.'‘'-:-  ■ ’’It  ■ ■^-'.  ' ■ ■ ' ' 

'^’i  ',*■  ivtl'  .-'  ^ .'  C*'  .t  . ■’■;  ■' 


;,■  •■  -'•O. 


.‘'A  " ’ 


’ V...J,  ’,  -.V'  r-i' , 

rt  ■ ■■'^  '••/.  , 


A".':' 


* ■ i •/ 


•‘^'i.  ■! 


Liki  '•*- 

'■ . •■ : ''^uMx.  , i .-,'  ^7  '^-V:  ,v,. 


; ' in'  . ■.  '■\h 


.V  ■•  ■ ..i--  V.  -^’CV _ , ; ' ■; ^ ' J ^ ''. 

‘ 'Jr  sg^jt *•■'■.'•■?'  47-- ' l'^-’^'  '■  ■ ■ - .;.  -,.-7'  ■_  f; 


> , >7*7  V;.  ‘ y ^y;  ' ’ • : 'V.'  '-, 


4 ;73' 

5'  . '■  ■;  ■ A -wv  , 


a • :<•  V , '»/'■■*>'>  c7,|.h  \ y.-.  . $!>.■  ■ „ •■■■•  •.  i ■ '■.  •'  . 


' ;7,  ‘ ’S  \.7i4  i ;,.'  :;  4/  ':W7 

.■,<11  j.,:,,.'  '.Sir  .•.4'i>i^-V  •'.  'v 


. ..  , • ,*  ^ ^' 

, Z . ’>•*  r !.  • • *•* 

''  . - - .HP 


vi»"  4 *f  I. 


I 


»■  >7ivi? 

i,V  • 


-.  ''■'  > '■ . • 


i.  ■ -r  ;.  ■■  vv>7i.,-^y;  '7??- ''.v  -■ 


■V*' 

,L  / 


•r 


••.V-  / y . .i:i  ■'','  H.  y-.  ■'.'<  I ■;,  ,.■' 


. • . • - '■'  J4  . i , , i*.  ' ■ 


...a’  . V ' .jft.  iV  >.‘J»..  i''*?".''. 


; 1 

<k-  • i 


¥:i-  . 


. I. 


[t||A4r  . ,. 
. %'■ 


^ ■■  . 

t, 


' ’( 


'*  !«- " 1 

-. ' 7 '.a 

v’  ‘ ' ’'’*•  ‘r 

,1  ^ ■: 

r.V  ' ■'.  ' 

'1. 

' Y 

*>.i 


, ■':•  .(■ 

• !iv  ■.!  ‘ » 


■ ;.  , 4 7-',f .7  fX  ' 'y  f 


f-  y V ;•,  ••>■•;  •.‘.vy'^v;/  y'>'  ••' .'-V^ 


'.V'*’*'  ' >' 


ft 


I w 

• - r,  \ 

i -J  - •.  .«»•  ' .r’  .JUT 


.i  .-v' 

' * ' I '.  >X*'-£^W.^.'.j!-.-._  ' : . ........ 


, '*  / 


I I 


1 


TYPE  III. 

THAI  NX  3G  IN  )1A?IPITY  OF  t^EADUKS  BY  .«SA!S  OF  P^^CSPTION  C/v’^.DS 

Baferences:  Types  of  Reading  Ability  as  -ibchibltad  Thro  Tests 

and  Laboratory  Experiawnts,  C,  T.  Gray,  Supplementary 
Monographs,  Yol.  I,  No.  3t  Ghiversity  of  Chicago  Press, 
pages  I49ff  and  157ff. 

The  purpose  of  this  investigation  is  to  determine  the  extent  to 
vhieh  spaed  in  silent  reading  can  be  increased  by  training  pupils  in  rapid 
reading  thro  the  use  of  perception  cards.  The  practical  value  of  a typo 
of  training  which  will  accelerate  the  rate  of  silent  reading  ia  obvious. 

Your  cooperation  in  this  study  will  aid  in  definitely  ascertaining  means  of 
aoooatpllshlng  this  end.  The  results  of  this  investigation  will  be  sent  to 
every  teacher  participating  in  the  work. 

The  cards  used  should  be  four  inches  wide  and  of  varying  lengths 
to  contain  words,  phrases,  or  sentences. 

The  use  of  these  cards  is  analogous  to  that  of  the  exposure  of 
material  in  laboratory  work  by  means  of  an  exposure  ap;?aratus  or  tachistoscope. 
In  both  cases,  the  subject  is  required  to  peroelve  the  jmterial  exposed  in  as 
short  a time  as  possible.  There  is  experiraental  evldenoo  tending  to  show  that 
the  amount  of  verbal  3»terial  which  a person  can  perceive  in  a given  time  can 
be  Increased—  in  other  words,  that  perception  aay  be  improved.  Probably  it 
is  not  true  that  perception  as  a native  endowment  may  be  iB^roved,  but  the 
method  of  using  the  native  eniowiient—  i»e.  the  performance, — ia  susceptible 
of  extensive  improvement. 

The  rate  at  which  children  can  perceive  words,  phrases  and  sentences 
has  a rather  obvious  bearing  on  their  speed  of  reading.  Residing  consists 
of  a sv’coessive  series  of  perceptions.  The  eye  does  not  move  regularly 
along  the  printed  line  but  jumps  from  one  point  to  another,  pausing  at  each 
point.  It  is  during  the  pause  that  perception  takas  place.  In  a very  real 
sense,  therefore,  the  printed  line  consists  of  a series  of  flashes  or  expos- 
ures . 


To  improve  the  rate  of  reading,  therefore,  wo  need  to  reduce  the 
number  of  mcposures  per  line  by  Increasing  the  amount  of  material  presented 
at  each  exposure  and  to  shorten  the  length  of  sagjx  exposure.  This  suggests 
that  we  may  directly  attack  the  probl®.m  of  increasing  the  speed  of  reading 
(a)  by  training  the  pupil  to  "see  more  at  a glance",  and  (b;  by  training 
him  to  see  the  material  more  quickly. 

Obviously  we  cannot  control  either  the  amount  seen  at  a glance  or 
the  time  of  the  exposure  by  using  the  printed  page.  If,  however,  we  can 
present,  by  means  of  peroeption  cards,  portions  of  the  text  in  the  fcarra  of 
words,  phrases,  and  sentences,  we  may  gradually  lengthen  the  amount  of 
material  on  the  cards  as  the  pupil*8  ability  to  perceive  it  Increases,  and  we 
may  also  reduce  the  time  during  which  it  Is  placed  In  view. 


I 


K‘ 


% . 


. •■*•'.’»  it'  *vf.  -■*•'*-■ 

' ■''/  '*%■■■  V ' )is ‘V  rr 


1!“'  !*;  ' ; i^ 


imt  /•■  ii-v 

t;vS« 

^ /'  i0f.- iv' ' 


.;i 


d 


a?-',  .■>>/' 


■ tiot  ■ J*4,  i- 


' Wi 


■■^  ■'■  .■■  v.-. 


: *.  I '>  t 


■ ^Sft/d  p-V-  V'*  i' 


•C..Y 


:„>  •'.■nri.'Jlii  ' '.-5* 

■ V - ,'■  r’i^  m'",  hvc.  i.',t-i:,ft 

, .^- •■  ■■>.'  ■-.■'  ,'  -.  ..vCNf 

: ■'.  '.^r  .V'l/'.f-  1^'  ■ 

■ ' r >''."■  ♦ 'v'v® 

: •'>iV/^«‘.i»  ■'  .■■8*V?C>V  .»$■ 


! 1 ■%  * ♦>'  ■;  »' V<  1^  f-rrf"*  - . . — . . . - _ m ’ ■ - 

/.i.,r',; . 'S'  ' ■'  »'•  •#  ,-  .'  *!>  ,rii*  ■■■;'■■.-.)?•  ' '. .'  . 


J ](  c *'£;• 


. ■ «a  1‘.  AtftA  i'd' 


,-  ^ ■ . T^;h^r 

' ‘4.;'- ■■.  '■  ■ ‘jT'S  . ■-■  "'•  ■J„  ’ ’ " 

.'O: 


ffl  -'■•■■ ' * tiSi'*  ..»v 


' it  ' ‘''  <.  ' ' ■ 


J t "? 


^ ■'  ' ■ - ,.  , 1'.^  t . ‘ » if\n..4*  i ft  is 


'Vi.  r'  - ..  . ••  ■•  ■•"■V.  . •'■,•■  i-  ■■•-»■  ^ 

'.  ^ ";0,  ^¥ff:  - 

.-  ....  i""*’  * . j A ■ •.>.  • , " ■ v*7  Tfrffx  • '*■'•.'  fti  -vT  *iv-  •»■•« 


■fk 

4 V 


-■  , .'  Vi  A' 


'it'i 


^rT’ 


he ■ '■  •*♦:■'*•■'  • It  v;’a  ^ 


,•  „'c  ■ . ••  *»rc  ■•.;':  *C*;  " ^ '■  ;;--y:94. art- vA  f 

V <"y.'v  /•■  ',|r-»‘  '.  ,i  r:-iiU._^  , , v:«f  < «/  •••• 

•'•  -J»  ’ • ■'*  *■  •..**'«  •*  ’ * ^ ‘ '.  ••  ’.  ^ ^'J'^'  • "\ 

^ ‘i; ,i'»  .,.^3^  t v -..'^ W “ '*'*^ 

_ .«.•,.  J ^ *“  •*'^'  >i..fc  t.  fi*>p  -•»*  4k^*i  . 'klOk' 

I CT«  . A"J'*  V **  ' M 

» a*  .; 


“>  - . 


■ V.A.,  ^ ••  -.  . ,=k  = 34;.  :..-\^iViii 

^ , „,  . . 

^ ^ ^ ^ r ^ ' * * ^ ' -•  * - *■  *“  - - -» . 

r . I •,■.  ..*?  ,?;‘-i’  *«^>^■ ■:■' 


'Udr  ■ ct.it ’.c« 


' r ; 


J Q 


m 


no 


This  l3  the  fTsindamental  idea  io  the  aethod  we  are  now  proposing* 

The  readlr^j  period  should  be  3^  aiiautes  long.  Half  the  period 
should  be  devoted  to  the  presentation  of  material  by  means  of  the  perooption 
cards.  The  remainder  of  the  period  should  be  devoted  to  reading  tram  the 
book  in  which,  as  far  as  possible,  the  same  words,  phrases  and  senteaees  are 
met. 


During  the  first  half  of  the  period  the  attempt  should  always  be 
to  make  the  period  of  exposure  of  the  cards  as  short  as  possible.  Day  by  day 
the  length  of  the  laaterlal  should  be  increased.  In  fact,  either  one  of  two 
methods  may  be  used  and  both  should  be  used  during  the  cmirso  of  the  experlraont 
(a)  the  time  of  exposure  may  be  kept  constant  and  the  length  the  material 
may  be  iricreased;  (b)  the  length  of  the  raaterial  my  be  kept  constant  and 
the  time  decreased. 

In  order  to  obviate  as  far  as  possible  airy  interference  with  the 
^ perceptive  processes  due  to  the  presence  of  unfamiliar  words,  the  teacher 
should  drill  on  single  words  which  she  Ms  reason  to  believe  are  unknown 
to  a number  of  the  children.  These  words  may  be  placed  on  the  board  or 
presented  in  the  usual  manasr. 

It  is  desirable  that  the  mtarial  be  printed  on  the  perception 
cards  rather  than  written.  For  this  purpose  a stamping  outfit  should  be 
provided.  It  is  recognized  also  that  a great  deal  of  work  will  be  involved 
in  preparation  for  the  class  period.  The  pr<»BOt«r6  of  the  experiment  are 
willing  to  cooperate  with  the  teachers  in  securing  help  for  this  work. 

The  second  part  of  the  period  should  be  devoted  to  a conscious 
attempt  on  the  part  of  the  teacher  to  secure  a transfer  of  the  perception 
processes  from  the  cards  to  the  printed  page,  iVhen  a phrase  or  sentence  Is 
encountered,  children  should  be  told  that  the  phrase  or  sentence  is  to  be 
"seen  altogether".  Such  directions  as  "do  not  look  at  every  word",  "See  It 
as  a whole",  "read  it  altogether"  and  the  like,  aaiy  serve  to  ©arry  over  from 
the  work  with  the  cards  to  the  work  in  the  book  something  of  the  same 
attitude. 


This  method  should  jontinue  frosa  the  first  Monday  in  April  to  the 
last  Friday  in  May.  An  accurate  record  of  the  progress  of  the  pupils  should 
be  kept  so  that  the  increase  in  perceptual  span  and  in  rapidity  of  perception 
may  be  noted.  A simple  form  will  be  provided  for  this  purpose.  The  teacher 
is  also  requested  to  keep  a diary  in  which  she  will  daily  record  notes  and 
observations  concerning  the  progress  of  the  experiment. 

The  teacher  should  select  easy  reading  material  for  use  during  this 
experiment  In  order  that  the  difficulty  due  to  xinfamiliar  words  may  be 
reduced.  In  all  the  reading  otMr  than  that  done  in  the  half  hours  set  aside 
for  the  experiment,  the  teacher  should  seek  by  admonition,  encouragement  and 
example  to  Inculcate  the  idea  of  increasing  the  span  of  perception—  e.g. 
reading  by  phrases—  and  to  decrease  the  tinie  required  to  "look  at"  a group 
of  w(xrds.  An  interesting  exercise  may  be  devised  in  which  pupils  may  be  re- 
quested to  glance  at  the  first  words  of  a paragraph  and  iseaediately  raise 
their  eyes,  whereupon  they  may  tell  "how  much  th^  saw" 


■ 


,VV’“  :•;=*■.,  r.'  f ^ ' • 


.■ . • ‘ '■  ■♦•'’  -‘i'  i’-r  IJC' 

\'|.v'  • 'Jt  ■ .v'-V  • ' ‘ 


..■•  'i**- ■-  '■■•-  . .■■..'[v  --1  •'.  'A<vv*-  'w  ; 1*''  > -■  A 


* • -'fk# 'K.5..^’‘- 

) *..i  '■'^:\r  ' ...  v ■ ■■  .J5 


..^L.»*iu  ■ 


f 


« •*’.  -A 

A ' 


]t  .,  '*■'■■-  ■ ^ * ‘ 'V7 


v.y  #lfr' 


r . ’. ' :,r^' * t 

&y 

y f.v.V 

...  ' '^.v' , i-fe.-'-’  ' . ■ ■■  ■--.  • 

4 - ,■■  y‘ : -^4 

f«.'.’r  .'j  '••'  .»  •';;•■«♦?♦■  \'i.-:  ' f;3  ■'  .:'■'■■■'■  1 • ■‘*.•1 

' fy 


■■'f'  l' r-:„ > ■■■  ;'^?  Y.^'w^sl  c:'  J .-  - ! " 


'.  ■'  7^'’  , ■ fB'.r  ; : ' 'VV;  - ■ ■ > ■ 7>.  :%  ■ 


»♦  ’-r  V >'  ■ » j'v.  f‘  ■ 


" ■jH®’' -i ‘'.v ; Is-' iSn«j  ■ 

' T5( ■'  :,,,.  ■■  :'::;v''-  if>ye«ifey;''.:;  . .■'"  -JM 

■ ‘.ft..,  ’ . ' ..v 

" V-;  ' - .-.  ' 


;;'v7.'-'  ‘.’  ;v^”-a;  ‘r'-. 


•1— fl»;  ,4^  ' 


^.•/•.•A^.n•^S4■;.  v.>‘-  y 


v<  ^ < 


\ .«6.-  '• 


j' ' S " 


y,,.  j:;  ii-r:?a'  - -i, 


* i''^  .,  , ,',  ■ ' ' .’'  .:•  ’;  ; V ■ , '4i\  ‘ ■ ■''.;>•■■  - , ' ' '?  y y„.  4 .» % •-'  ■'•'  ■ 


'■'.1  ■ 


‘.'f  , '■•  . V . .,  / < 

•'  *-' 


• vo>-.. 


•■'  0 ' t’ ',  'y''if 

'VV;  V 


.;  iv'44.-,l'  'j4.  ■'♦L';/-'4-?.. 

■-■  'V:f  ■ 


i*r 


,.  . 'W  • 

.^’V  AVt'l 


. r , I JxP** 


r-  . 


The  following  auggeations  are  offered  indioatlng  the  natrire  of 
the  directions  to  bo  given  to  the  pupils.  Litoral  adheroneo  to  them  is  not 
roquoBtod.  Point  out  the  advantage  of  a rapid  rate  of  reading.  Try  to 
got  then  to  see  this  in  terms  of  an  addition  to  their  own  interests  and 
pleasure.  Say  to  f tem  in  substance;  shall  show  you  soiae  carda  containing 
words,  phrases  and  sentences.  They  will  be  shown  for  only  a fraction  of  a 
second.  So  you  will  have  to  read  them  vary  oulokly,  with  a single  glance  of 
the  eyes.  Try  to  read  all  that  is  printed  on  each  card.  You  will  have  to 
pay  very  close  attention  when  I show  you  the  card,  as  otherwise  you  will 
not  be  able  to  read  all  that  is  on  the  oard.  This  practice  in  reading  a 
number  of  words  at  a glance  will  help  you  to  read  more  rapidly.  Try  to  do 
better  than  you  did  yesterday." 

Spend  about  15  minutes  in  perception  card  training.  After  each 
exposure  ask  scms  of  the  pupils  what  was  printed  on  the  card.  Toward  the  end 
of  the  training  in  perception,  have  all  the  pupils  reproduce  In  writing  what 
was  on  each  of  the  five  last  cards  exposed.  The  percentage  of  words  correctly 
reproduced  will  constitute  the  pupil’s  score  in  perception.  State  the  total 
number  of  words  exposed  on  the  five  cards  and  It  will  then  be  easy  for  each 
pupil  to  figture  out  his  own  score.  Direct  each  pupil  to  enter  his  score 
innediately  upon  the  chart  that  each  pupil  will  keep  for  that  purpose. 

The  second  half  of  the  period  should  now  be  devoted  to  rapid 
silent  reading.  The  pupils  should  be  encouraged  to  carry  over  the  habit 
of  "seeing  many  words  at  a glance",  gained  by  their  training  In  perception, 
into  the  actual  work  of  silent  reading.  They  should  be  directed  to  *rim 
their  ey«  across  a line  of  words"  as  rapidly  as  they  can,  consistently  of 
course,  with- an  understanding  of  what  they  see.  Thruout  this  reading  period 
there  should  be  a conscious  effort  to  utilize  the  habit  acquired  thru  training 
in  perception,  by  perceiving  several  words  at  each  fixation,  instead  of  but 
a single  ward.  This  should  result  in  an  increased  rate  of  speed  In  silent 
reading. 


Gay  to  the  pupils  In  substances  "Head  this  selection  as  fast  as 

you  can.  I want  to  see  ho’?  i^ch  yo\t  can  read  in  ♦ minutes.  Try 

to  see  as  much  as  you  can  read  in  a single  glance,  running  your  eyes  rapidly 
across  the  lines.  A fast,  regular,  rhythmical  movement  of  the  eyes  will  help 
you  to  read  rapidly.  But  remember  that  X am  going  to  ask  you  to  tell  m 
about  the  matter  you  have  read  so  do  not  skip  anything.  Try  to  read  faster 
today  than  you  did  yesterday." 

See  that  the  pupils  have  a pencil  at  hand  and  direct  them  to  stop 
reading  at  once  as  soon  as  you  say  "stop".  Direct  them  then  to  mark  the  end 
of  the  line  which  they  are  reading  when  told  to  stop.  Pupils  may  now 
reprodtice  what  they  have  read.  Reproduction  sho»jld  consist  both  of  free 
paraphrase--  orally,  or  in  writing—  and  of  answers  to  specific  questions 
based  on  the  test.  The  length  of  the  reading  period  and  of  the  reproduction 
period  should  vary  with  the  grade  of  the  pupils  and  with  the  sub.iect  matter. 


• Number  of  minutes,  say  two,  three  or  four,  to  be  determined  by  the 
teacher . 


(r 


f f '' '■/  Muue:!^ ’-If  ’ \ii2i 


.'■;  .-v<  • •.  :.  -.  ^ .1^  ■ . ’ ,;  . ^<-vr 

,.;,...v  ..V ..  .-^. 

'•'*  ’’  . , 1 n , isle'll  .■'  I'.*®-' i ' f'^' • t*  '■"■■*'’  • 


'■’  ■ - '*■  ; V '^■'’•'v^7*^^^..^'  ;■  , 'v:pi'  'h  ; V/;  '.^#  V ' ^ 

, ,"'  ', : , ^,. -V  ■'.'v  4t-  iw»'  i ^-  < - •#«,#, 

-,,v  .;•  y ^ ■; 

: ■,  .yr,.  ,"^. ' *.'  i:,f<  i<e^  ' ."-c-  .a’i. 


. .• 


y-j-n'i--|;  _»  ■■■.  ; 'yv-'  ■’  •■■'f''.-  -v,;'  •;■  f 


rtt. 


- ,.  r , '■  ''f^' 1^4,?  ^ ^ 

rvth.1.  < '>'.,  ^ ay -j^^TSTs;  ■aw^-.'«5  «'--^^ 

'7  x'r;yy  ■'  '!'!.!: 

' * ’ ► . *’*■ 


:..  - ■ ■ “ ;., , , t,  - .'V  4 ®T^w  w 


f.,  ' -'aM''  ■“  I . IK-  »^  ' ' '■  „•!  i ‘T- 

,n^';.y^is  '-  ^ a V j 


4 . :--.v.'-.v/  .'  yi;M  -JHIH 

* iV-»*  '*  ■ ■ ‘■'■-v'ti^I' ' • ‘\v'v.v‘*  ypktf  »t*t  r*<>'-.  *ao4 

^ * ' ' ' / , .’  "t  \ \l4.  rf*r  ' : •’(,  I '-«'•>  ’*.  W*l<'  . 


. y 


IW!-  ■l'^ 


t 1 ' 


V^4  > Vf  ^ t ’•  ^ 

■ r ^ Mr<.,  ;-f*rV'  ■'<.:'-«■•>•*, 

■ ■l|«ra,.>si-  -:w«  «f-.;  *'■,  - 


'v,  ■<U4>, 


.'(foK,  ' 


11^ 


In  general,  hcwever,  the  reproduction  should  not  occupy  aoro  than  on© 
quarter  of  the  total  time  allowed  for  the  exercise,  -heading  and  reproduction 
are  to  bo  continued  till  the  end  of  the  15  aainutes  assigned.  Have  the 
pupils  then  report  the  number  of  pages  and  lines  beyond  the  last  full  page 
which  they  read. 

As  part  of  your  preparation  for  the  exercise  you  will  be  expected 
to  know  the  average  number  of  words  per  line  in  the  matter  which  is  being 
read  and  the  number  of  lines  per  page  (if  pages  are  broken  by  illustrations 
or  for  other  reasons,  special  account  of  these  pages  will  have  to  be  taken). 
From  the  pupils*  reports  as  to  pages  and  lines  '•ead  on  this  and  subsequent 
assignroenta  for  the  day,  estimate  the  number  of  words  read  that  day  and 
divide  by  the  total  number  of  min'ites  used  In  reading.  This  will  give  the 
number  of  words  read  per  minute  by  each  pupil.  3ach  student  should  figure 
out  his  own  score,  and  should  enter  it  immediately  on  the  chart  on  which 
he  has  already  writton  his  perception  score.  This  chart  will  thus  serve 
as  a record  of  the  pupil’s  daily  progress.  It  is  also  suggested  that  a 
complete  chart  of  the  daily  class  performance  might  be  conspicuously 
displayed  in  the  class-roas. 

On  May  1st.  and  May  23th,  besides  the  record  of  the  average  number 
of  words  read  per  mln*jte  by  each  pupil  during  the  total  reading  time,  a 
record  of  the  average  number  of  words  read  per  raimte  by  each  pupil  dtirlng 
each  of  the  various  reading  periods  constituting  the  total  time  devoted  to 
reading  on  each  of  the  above  raentioned  days  should  also  be  kept. 

Chi  aay  2nd.  and  ^y  29th,  tlKi  pupils  sho»ild  be  tested  with  the 
Courtis  Silent  Reading  Tests  Forms  II  and  III.  As  soon  as  possible  aftor 
the  last  Friday  In  ^^ay,  a copy  (or  the  originals)  of  the  ii^ividual  charts, 
the  class  chart  and  a record  of  results  and  observations  should  be  mailed 
to  the  Bureau  of  Educational  Research,  TJniverslty  of  Illinois,  Hrbana, 
Illinois* 


t'  •• 


6 • 


■y 


t < 


• '-■‘•>y‘.lr\  "T  , ■'  V .' . n»»-0'i« 

rf  ilW 

' I"* 

■ . ' .V  ■.•••  -»'ot  V ’■  ■ ' . h\ 


•i-j  •», 


. ’ ■*  **^  "S':  '"'■' 

'‘■^  •>r^'  *'■■  ' ■..  J": 


,1. 


'*  *u  '. 
/u  ,: 

,-  , •,  • .«  r/ 


> t'  ■ ,5  a r ‘ 

*<t  -^'"-’'r 

\ ’ . ^ «i  mry^  A 

; , : 

n:  Ji".’ 

vv.  t^c:’  ^•L! 

; i ' , : 

■ ■ ' ' ' > ' ‘ 

. (H0:- 

■ , ^ ' ilU^  4 ■ 

\"  \V  '. 

; 

. ,'  • txr  y _ 

• *5>jfo  v*  ■'■>■' r *'^‘’i; 

. i\\  ' 

'■/■i  vj  ^l-I-'vi 


: <•  V-i-J'^ln;’ 

vyu  Jll*^ 


‘i-X® 


CHAPTER  VII. 


STATE^iSST  0?  PROCSDT3RS. 

After  having  -levlsed  the  preceding  types  of  training  the  next 
step  was  to  apply  them  to  a sufficiently  large  mjcaber  of  pupils 
in  the  different  grades  of  the  elementary  school.  This  would  serve 
to  test  the  efficacy  of  the  factors  included  therein.  Altho  these 
factors  had  been  selected  because  psychological  experimentation, 
pedagogical  Investigations,  and  a priori  evidence  had  suggested 
their  special  significance  in  accelerating  the  reading  rate,  their 
value  as  constituents  of  an  organised  and  usable  method  of  training 
to  Increase  speed  could  be  determined  only  by  subiaoting  those 
methods  to  art  actiial  test  under  ordinary  school-room  conditions. 

Fortunately  at  this  time  the  'lewly  established  Bureau 
of  Sduoatlonal  Research  at  the  tlteivarsity  of  Illinois  as  one 
phase  of  its  activities  in  stimulating  the  interest  of  the 
schools  of  the  state  In  the  scientific  study  of  education,  had 
secured  the  names  of  the  superintendents  and  teachers  who  were 
Interested  in  the  problem  of  reading.  From  this  number  and  from 
others  who  graciously  offered  to  participate  in  this  study,  the 
following  selection  was  tsade.  It  comprises  41  grades  in  18  schools 
located  in  nine  cities  in  Illinois. 


■ '\*'  I'j,  ,.  ,.j  _ . 


';\i,  - 


•v- , . , 


;■■  •%.4v*  ,Mf  ' - -U, ,, , „ , . 


irfi' rt?«^.*Vct,-c^it!|' . ^ ‘ ^ - 


*.■',  ' ' 'Vi/f  • ■*' it^  • ■4-  ' 

A-’  ji:''': 

' lu  -f'T*'^. r<r'  '“•  o ■ 5'-  * 

.'MV,'  , v-<",..  ;t'>w^  ^ 


'» \ r, 


't  .i«'> 


,1 


j i-^ti  ■ #f_ 


*t#^P^S'■ 


>-M®L 


■ *\l- 


*'V  r;<.«sv  ;.■■  ^ 


' ,,  - 'iT^--:"'.--;  , 


^1%-'  ' .■J>j''''‘rr‘t^ii.>,  ^',  v'?'  ,V  ■ ts*  ♦■Af  irttf  "■'■> 


* ’■•  V V/i\',!;’-,''''iS>V  ''1'^ 

91^'V'^  L i •'<'  •'-' tr-''*^A.i'^'':'v.  ' 


r*/j-f>‘. 


' • ^ '•  •'  • ■ ‘--•t-'v-’.  ■;!•■’'!  t{^< -,%■■:  ' 

: i’  ’.  ■ • •'  '■!.  ' 

\ ■ . ';,  r.t  -r  r:.  ■•* 


' .'  ■ -,  ' Vv^'^ 


' ■ -W', .; 


' . 'Lv  ' .;'  <.  .'I  ■' . ' . 


V'. 


^ . 


',4f  3 

. . . , -i-l  •,■ 

- Vi'-  : ' ■ i ^'  - 


J.  /'  I*'  **^  'C 


» *iltif  i*‘  '‘‘'  ■ ‘ ^ 

•V,  - ’'.  'i, ‘V 

• - ' • ' y> 

li  ^ '’ 

JiIjV*  .’  . 


'V- 

.V. 


^ - ;-'■£■■  ^-''5 

' ' ■'  1 '*■  'i  "?  '■  J ;'!  ' ^ 

■\/' 

I '.;^  y',  ,'^> ,\V 'MW's 

> * -'►  j'  ^ ,iii  ■ 


A’.  '■  '■  ' ' '!  ’'•  ^ 

■ '"'.  ' ' pi^yp  '’V:'?'®'' ’ ■ 


11 


CITY 

SCHOOL 

GRADE  MSTHOD 

TiSACHSR 

Bloomington,  111* 

St*  ffery*s 
St.  yfeiry’s 

5 

Sister  Bernadine 

Bloomington* 

6 

Sister  Mary 

Chicago, 

Goodrich 

4 

Clara  S,  Klaas 

Chicago, 

Goodrich 

5 

Virginia  Lee 

Chicago, 

Hendricks 

5 

Rose  McCcwaskoy 

Chicago, 

Hendricks 

7 

Bridget  MoElherno 

Chicago, 

Hendricks 

Ida  U,  Stodder 

Chicago, 

Hendricks 

4 

Gertrude  Tighe 

Chicago 

Hendricks 

5 

Ruth  Wimmer 

Chicago, 

S?annierre 

3 

.^%krgaret  Dougherty 

Chicago, 

.^nierra 

5 

5.&TS.  IJellie  Hahn, 

LaSalle* 

Lincoln 

7 

"lilary  Y.  Duncan 

LaSalle, 

Lincoln 

4 

Margaret  Flanagan 

LaSalle, 

■Jefferson 

7 

Slizabeth  I^nley 

LaSalle, 

Jefferson 

4 

Marcella  Mull in 

Oregon, 

Oregon 

7 

Elizabeth  Joiner 

Oregon, 

Oregon 

4 

Marlon  >'>etiger 

Rushville, 

i^ebster 

Minnie  B.  Thomas 

Rushville, 

;»ebstar 

3 

Dena  Tutt 

Streator, 

Garfield 

3 

Minnie  Shinn 

Streator, 

Grant 

$ 

I^ilu  Inland, 

Streator, 

Grant 

3 

Frances  C.Linskey 

Streator, 

Grant 

3 

J.  S.  Mather 

Streator, 

Greeley 

Rose  M,  Boyd 

Streator, 

Greeley 

7 

Gertrude  Soanlan 

Streator, 

Lincoln 

If 

lalla  Roberts 

Streator , 

Fl»jmb 

' 5 

Lillian  SeCora 

Streator, 

Sherman 

6 

Ruth  Kelley 

^urgo. 

Argo 

4 

Marie  McCartV^ 

Argo, 

Argo 

5 

^ry  L.  i^cGuire 

Sycamore, 

Central 

4 

^lazel  3,  lUkson 

Sycamore, 

Central 

7 

Florence  WolhensacV; 

Taylonrille, 

^3t 

4 

^3.  i'^nes  Abrams 

Tayloryille, 

Gast 

7 

Leonora  Drennen 

Taylorrille, 

Hewitt 

7 

i^ude  Law 

Tayloryille, 

HewJtt 

4 

Bosai©  Leigh 

Tayloryille, 

Oak  St. 

4 

Leona  Peek 

Tayloryille, 

Oak  St. 

7 

Florence  Layzell 

Tayloryille, 

West 

4 

Mrs.  Laura  Huff 

. Tayloryille, 

West 

7 

?lrs . L.P  .Anderson 

Among  the  number  la  a Parochial  School,  St*  SSary’s  in  Bloomington; 
the  rest  are  ;mblio  schools.  The  cities  are  fairly  well  scattered  thmout 
the  state.  They  range  from  the  metropolis  Chicago,  down  to  the  smaller 
cities  of  the  state,  such  as  Sycamore.  The  constituency  of  these  13 
different  schools  largely  reflects  the  cosmopolitan  character  of  our  school 


. • • :>i  »!>.?<•  I 


''<5/  .c)fao-r' 


r'v'* ' ^ 


J: 


['  •'  *!''  j • 


!|<;jt»  l£^-' , i ^ » •' 


i^>ii 

fe.:;-  •■■. 


;i;.  ‘ .>■, 


•,  ' , j;  iswi'lt?  . *"? 

'■'i '''  ■ y\  ■^'  li ' * ' 


,V,y/tirJn' 

J • v-vo  . . 

0 i ■ ' . 


VI 


•'.  I 

•/  ■* 


y’  '.I 


■;ir  ■’■ 


VOTTJ  ~ ' ■ 


‘.<(k  i-." 


) , ..-'t  ■ . '.y 

•K»ft  , ..  ^ ■'■' 

f I'.yX 

’ ■ \*  - 

• :.'  ■•,,'r-Ty 

'*  ' ■/■■ ' 


;i,  . ' 

'^’oi 


V--.V. 


-B 


' ' *> 


; V ‘V''/ 


n 


-.s;  J'i'jift'fc,..*-  f P'’'  PlP  ^ 'V  ««0 

J:  V •',  ; '■-.  ^ ;'  ','■1'-  t •'?(l»’\'’,.j  • ■-  ' wi-  ■' 

•'.  uJ."  , J .,  , V s,  ■ ' 'K . jL  vs,  . ■uy’n 


Hi**;? 


^•■;<  /^-rrv  • 
^ * ' ^ V \f'x* 


4%-  , 


'.-..■v*4(air>=^ 


4 


I 


♦ 1’31-tv  1 

•>•■■'  *fcib«ai . 

'■u  ■ .,  '^:  > 

••'*'v’'  ' • • . Kiy- 


^4'  ' 


' f-.r 


'■■:  r.v'f* 

■’  ’'•  Hi^kV Ui«- 


;i  «;'.  tS?  #!»J  t')p\  ■ y.| 

. ^A’>1 

;■ 

^1-:  ■ ■ .■  ■»  J-Ctfl-yiv- 

,'.  'I  r'\  .,  V in’neX^--:  .’’ 


, >£  i a "i*^ I'-’X  t 


/ 


, ‘''/y '‘'  ^ ,ii;‘iJ^ ' - I ' .4^.<i  ^ j 


r'”'  ■■  '. '.o*^>';"/i:V 

• ,V';:^T3I«L'  • 


to  * 


-''I  •■  J i is^«  *. 


‘i!  :' 


' • 0^1  - -Xt  • 

' ■ T>*  - .fr.  1 


■VUX,. 


.-.K 


-.■  .*>¥:«;  -ar,  i.j;.')  y ,_..i.ij,.k'it(  'Itlir 


■>!5i 


'..k4l 


./  • /:i  * '.,  X*i  ,■<■;, -i  t,  a.f'i'J  :’  -t' 


I . l:r 


\lt> 

XiJiy 

population.  The  pupils  of  the  Goodrich  School  in  Chicago  are  almost 
exclusively  of  Italian  parentage;  those  in  the  Argo  School  are  dominantly 
of  Polish  extraction.  The  off -spring  of  Bohemians,  Slavs,  Austrians,  and 
Hungarians,  are  found  in  goodly  numbers. in  the  Streator  schools;  while 
children  of  native-born  Americans,  predominate  in  the  remaining  schools. 

The  subjects  of  this  experijment  were  drawn  moreover  from  oractically  every 
social  strata  of  our  heterogeneous  population.  This  wide  range  in  the 
character  of  the  subjects  would  seem  to  render  any  appreciable  gains  in 
readir.g  rat©  all  the  more  interesting  and  significant.  It  would  give  to 
them  a broader  basis,  and  would  illustrate  the  wide  applicability  of  the 
methods  of  training  to  different  types  of  subjects. 

The  training  was  extended  thruout  grades,  three  to  eight 
inclusive.  Since  reading  in  the  primary  grades  is  so  largely  devoted  to  the 
mastery  of  the  mechanics  of  reading--  the  distinguishing . of  the  different 
letter-forms,  their  phonetic  properties,  taken  singly  and  in  various  combina- 
tions, the  recognition  of  simple  word-forms,  etc.--  it  was  not  practicable 
to  apply  the  methods  to  the  first  and  second  grades.  Indeed,  in  the  writer’s 
.judgment,  it  is  not  possible  to  devise  a type  of  training  which  is  suitable 
alike  to  pupils  in  the  first  grade  and  to  those  in  the  eighth.  The  former 
are  taken  up  almost  entirely  with  the  mechanics  of  reading,  the  latter  have 
passed  that  stage  completely.  From  the  third  grade  on,  however,  the  method 
is  applicable  since  the  formation  of  habits  of  rapid  efficient  silent 
reading,  becomes  in  these  grades,  a matter  of  paramount  importance. 

Length  of  Training. 

The  total  period  of  training  extended  from  April  8,  1919#  to  'lay 
29,  1919 — a period  of  39  school-days.  On  April  8,  iVfeiy  2,  and  May  29,  the 
reading  period  was  devoted  to  the  administration  of  the  Courtis  Silent 


>■>'  r 


‘ 'ii‘ 


t '*•••  •/,  V J «->!;■  I ■.*.!  ',  f 


■^-fA 


s'  ' iot'  '1a- .'  •/ 

.i!  .' ;Jf(t/  '*  . 

-1  — \ ^• 


f 


■ <,r 

y t 


. I .'4:7.  -V.  . «■•.  J»  >,  « '•?’'  . ’ ' • ■"• 

'yi  --syi;.  S'-'.' ■ ■'j''''^’'C 

V ..  . 

o;i  ' ';  '■  ^ 


. i- 

. I-'  ■■  • ■ i ' '■ 


^ I ■'  ■•’■■  ? ^’To-  ■ ^ ’ ' ti  :". : ■ 


..5  ■ 


t '■  ',  ( 


i'-^r  ,7*';. 


■*' 

;.^  *;it",  ,r'j"v‘Tf;  ■ /,  -cr  .) 


^i'7 


■ , •_■;,■  .vj  ' V-  _ f'' 

. ;/•  »?iV . J'  •447-^" •'  - .■•■•••.•* " r-V  V,‘J.’^  ■ • • 


o’  7 ■ 


P.  :■  \V' 7 ^ 


..--I  ?'  ■'  ■ c^/7< >77i y 

. ‘ . r k7  I!  ■'  ’■  ■ . ■ 'I  ..  7 ■•  ' ,f  V . ' , ■ 

■ • < • ■ ’ ' y„-  " •• . f I V . ^ ^ 


f.v-  ■ 


'A 


■V-/;' . 

»••>.’  •_.'‘-f'V'7'  J%\'r  i» ..•••, 

’ 4*  ' ^ . 

:,  y.  * < '■  , 

-»v- ■ ‘-xJ 

vE.'  *^0 

’’  - ' ■ ■ 

/'v  _7.:7' r’ 

A-#";  'fev  ■’0 

7V.7'.’  ?*■  ‘v'\^ 

’ , 

-V.:-';  • ,,  ',/  , , 

,.  ;...  ■.-tf 

7, , ' ’ 

1 ' j , 

■ 1 if!  ■<  ■■  !''!■  „ 

..V.  ’ *.*!.■?  ' •-'•  ’ '■ 

■<  ■ •’  '■  " \'‘cyf- ' ■5’  *'’ 

2 i ' ^ 

' 

- 

"i  ^ * 

:■'■  ^ "If.  . -1  V 

tV' . r 

- , • ‘ 

■.J;’ 

■*'.'  : *■-'  v''  ’1“  y :,•,  '■ 

';•■  r-^  .“7*vfV"!' 

t -.}.  J ’,-"-'  •■'  :''  ' r. ' 

''•:rjr!:..'c  '7  ■ ’' h‘.  ■ '■ 

■■''!■  7'.*  •’ 

*?o>  [.*.‘  '.a;;  ' 

.r?; 

:y«. 

7:rii  -'if'. 

* F k 1 < 

•<‘  ‘ • ' * ! ' y‘ V’ .7 

',;.:7  :v'  >■' 

.1^'- 

V,-‘ )!»•'*■■  , 

> 

-'V'  ^'  •'  .(1 

• . , ■ - 

' f ■ '^  •' 

■ : 'Kf  ‘,0  0.r : r 

^ '-r'l  : 

<7U--4y' 

: ■ {;$ 

•5 -»r  ’iv/  /'•','  rc^ 


-w.l.'^ 


V S' 


t w 


' / 


*.l,  t* 


I , , -,■  ^ ^ 

‘ ^ t ' 


f 


*,  - * 


sMK'-  irt  ••-■  ■ 

SJ-i'  » ■ .'  , ' 

• 1*'  7*’i 

S-'*^  ■ / 

■''■-7.?  t'lV  ’ •:  ■’ 

■‘  f , ,.  ' ' ! *,  1 

,I4'  ’ 

' > ,•'■'»■?<',;  - * 

. I .'  <i  ^ . 


Reading  Teat  was  adainlatered,  to  asoartain  how  much  improvement  In  speed 
and  comprehenaion  was  effected  in  the  first  half  of  the  training  period, 
and  how  much  in  the  latter  half.  The  teste  were  also  given  to  the  control 
groups  at  the  same  time  in  order  to  secure  a check  for  each  half  of  the 
training  period.  In  smny  of  the  schools,  the  period  of  39  school'-'.iays 
frcMs  April  3 to  ifiay  29*  was  interrupted  an  occasional  tree  day,  or 
vacation  periods  of  one  kind  or  another.  In  every  such  case  the  date  set 
for  the  administration  of  the  final  Courtis  test  ms  extended  beyong  ‘My  29, 
so  that  the  uniform  number  of  reading  periods  might  be  devoted  to  the 
training, 

sfethod  of  Control, 

In  order  to  determine  how  much  of  the  increase  In  speed  and 
comprehension  could  justly  be  atributed  to  the  particular  type  of  training 
which  the  pupils  received  and  not  to  their  regular  school  work,  each  of  the 
41  classes  was  divided  into  two  groups,  approximately  equal  in  rate  of 
reading.  The  obtaining  of  a group  whose  aggregate  ability  In  the  particular 

activity  that  is  being  investigated  is  approximately  equal  to  the  aggregate 

ability  of  the  experimental  group,  is  the  ordinary  method  of  ” control"  in 
experiroentatlon  of  this  character.  An  attempt  was  made  la  the  present 

investigation  to  secu"®  In  addition  a more  refilled  type  of  control.  Besides 

dividing  the  class  into  two  groups,  the  sjjms  of  whose  aggregate  scores  were 
approximately  equal,  the  class  was  further  subdivided  Into  pairs  of  pupils 
of  approximately  equal  speed  in  reading.  One  member  of  each  of  the  pairs 
was  placed  in  the  experimental  group,  the  other  in  the  control  group.  This 
afforded  a control  not  only  for  the  experimehtal  group  as  a whole,  but  also 
for  each  Irrflvldual  member  In  the  group. 

The  advantages  of  the  inethod  of  individual  control  are  unmistakable. 


rv.  Mlir- 


I' 

> , 


J ■ ''‘i 


I.  "■ 


vr;-..*-,  ' '» 

/ - . 2i«*v.*^  «•  •',  '4^- 

V ok>;a\  % ,>' 


■-r  ^ ‘vf  ■'?" -t-v 


4^'’  ♦ ,' •\.  •*•<??  V, 


' .. 

, f/i 


^ 4 >>  ' 

, •lO.  %ft-  V. 


.V  • C'^  '*  •'  .'  !•'  ■*■* 


,i).rir4  ^ 'T.iv,'-' ■*' 


'Vl'--'  *'  'if-  • '■<’  ,.  • , 


'4^'  «i'*,' 


■'<.,^^1  . ’ -S'. 


^ ^ » ii  . y 

1-.:  -'  ■<  ■• 


.-il' 


' >'3’' 


;3' 


»'4  '■'.'>4. .'. 


*?  •«’,i:v3(  • . ■ ■ --v.^^is- 


... 


4 t«,  kiti^  isr c:  f 


„.t,r  »-j 


-.rt-iK , J .,  v-v^ ^ ‘'•.i-f''  ' 


‘4  '-Vt./ 

i-'  ' 


■■XU) 


r'^rw,  v<-4  * '•*'■•• 

■ ' *.  ,', 'Ito' 


' ■•■''.■-  ■ ■ ' , ' '■  , \r’  ' 

" i,  * T - ..  . - - -JSiwf- < .1 

'jr- 

•Jim  ■ ,w>.  *’*  ■ 

^ 6.(»i  wVl4wi>pS- 

* 'ifjt“'f  ’ '-j  *.'‘'  ''^■.  V' 

9|5r'rv • t.,ir  .- , ' .. 

l ^>4*4 


M ,!•  Ja' 


yVfe./--'  .?/l!t-.''f.  ^:K...  ••.  _■•  9 

'■"'' ' ^ " ’ ’"'  ” "‘ ' ’■  ' 


i 


1}  1; 


t f • '4.  -.  . . ‘ 1 t. 


»sr  ;■?.'■■.» 


: ^ U'.*  ■ 


wih#ts«F^  ^Vt'  'SSr^ 


{ 


Chief  aaiong  tbora  is  the  securing  of  a basis  of  comparison  vhich  rests 
directly  and  intiraatoly  upon  the  detailed  specific  facts  ratlier  than  upon 
specious  statistical  group  totals  and  averages.  The  equality  between  the 
Goristituent  monbers  of  the  two  groups  apoarently  reflected  in  the  equality 
of  the  group  totals  is  oftentimes  more  apparent  than  real.  Tho  the  totals 
of  two  groups  may  be  approximately  equal,  the  individual  members  in  the  two 
groups  may  not  be  at  all  comparable. 

The  following  case  served  to  illustrate  the  application  of  this 
point  in  connection  with  the  method  of  control  in  the  present  study.  Before 
receiving  Instructions  as  to  the  method  of  procedure,  a prirK;ipal  had 
contemplated  dividing  his  class  into  four  sections,  rangl*^  from  the  highest 
to  the  lowest  in  reading  rate.  The  sum  of  the  scores  of  the  upper  and  lower 
quantiles  would  be  approxiimtely  equal  to  the  atm  of  the  scores  of  the  two 
middle  sections.  The  former  were  intended  to  serve  as  the  control  group 
for  the  latter.  Tho  the  total  number  of  points  scored  by  each  group  would 
be  approximately  equal,  the  absolute  lack  of  equality  in  the  scores  of  all 
the  individual  members  of  the  axperimantal  group  with  the  scores  of  the 
individual  pupils  In  the  control  group,  would  be  not  less  real.  Consequently, 
a common  basis  of  ctwiparison  between  the  individual  members  of  the  two 
groups  would  be  utterly  lacking.  The  eqtiality  between  the  Individual  members 
which  the  group  totals  would  apparently  reflect  would  be  a statistical 
fiction,  sine  fu^riaaento  in  re. 

The  method  of  individual  control  serves  moreover  to  eliminate 
the  vexing  question.  How  are  improvafaeats  in  different  levels  of  ability 
to  be  compared?—  a question  that  is  always  with  us  in  the  loose,  sllp-shod 
method  of  group  control.  Take  the  case  already  cited  of  the  upper  and  lower 
quartiles  seizing  as  the  control  group  for  the  experimental  section  consisting 


i . ^*5* • ••  i,r»^-‘ "v^ . -if  •>•.•  ?•'■■»>•■  '■•?»!{)■  ;%,.>■  /.'■  ••  ».  ■■•Kii\'i  • ' 


■■  ri‘'r' - V-  f 

'■’«c-i  i.VI0  ’t. 

* 

■ '■  ■■■  ■■.'■?v^  =' 

. . ■■.".*•'  =c\ij  'Ji  7 

^7  ;»;V^  ./;-;r 

K*;'  "j. 

' ' >■ 

'KM'vA’tha  V^J  oor  ,v^:'‘  ;■? ; •;>•>' 

' . . •,)  ■<!*.'»»•  *'  ‘ ,.  . ■ 


e*N*.  '■tw'"'.  >&  %*  :'■  '^oJiSSfcS'Viiv 

^ ''  i "'  . ■■  ' , ■■  . ' ., 

i'vi'v  • •■ '■'*/'' . , I ■■•.•»■♦;<•? '■’^••'*' " *W'. , "■’fi-.-y  '*^01  i'  V' ’ii '‘J 0/ 

■fla  "x  * * ' ' ■ ' ' ^ . 

; : . ■ -.  . . ^ ..  ' . C ' - ■■^'  '■  ' ''  *'  ■■  ■'  ' '-' 

:.•  ^•^■•■^■  • . ■^■m9i^'"0u^-'- in' f«!^--  ' J ’ ’.  '■.•>■■?>■' r fiS0-- 

'■  ^ ■■:/' ■ ■■■  ,^,  '"■  -■■*.■'  ■"'  Si  - '"  . 


a: 


ri^^*.,  !■  ?!.  f-f*  ^ivT  ■ ■ .■'■■'Tb'^J'  jT^ 

■K-'«.  ■ t. 'if  .■^•.■' ilMvn^ H- •>»«?/'•■  I.j 

' If?'  ■'  ' 


i^viji.' •■  j:9nr;i  18?  'r» 


. . • ■•:,>.  .•>•■■ ' = t'' 

•;  .1' ..  ■ ^-  •.  • ''‘V.}  - 

■•  ''  i 


•>•  ■'*; ''  cr;  *;<•  * '..  .1  i3^Ji»>(*'  ;tj'  'r? 

,>  ■••  .'.i  Vi,V£t/fi$  < 

; I . .,_  ,‘>P- 


o3  £ 


r U I'. > -vifjtf*  Jvfj H i ■.-ift-ihl-  <'^mt)  'T* 


Y • 


, ■ .f'-4 


i.ii 


11^6 


of  iho  two  middlo  qyartiles.  Th©  losmbors  of  the  lowor  quartiles  hare  op«n 
to  th®a  a much  groat«r  room  for  possibl®  improvoiaont  before  reaching!:  either 
the  standard  rates  or  the  highest  phyaiologiosl  limen,  than  say  the  pupils 
of  the  second  quartlle.  Is  an  increase  of  50  words  per  minute  in  speed  to 
be  evaluated  no  mo’^e  highly  in  the  latter  than  in  the  former?  If  it  should 
receive  a higher  proportional  credit,  'hat  will  be  the  correct  proportion? 
These  are  some  of  the  questions  which,  tho  not  frequently  expressly  raised 
by  investigators* and  less  frequently  answered,  are  nevertheless  always 
implicit  in  the  method  of  group  control. 

To  obviate  them  and  to  secure  a more  refined  type  of  cheeking 
device—  one  that  is  based  more  directly  and  Intimately  upon  the  detailed 
facts  in  the  case—  the  method  of  ii^iivldual  control  has  been  used  In  the 
present  investigation.  It  has  cost  much  in  the  way  of  additional  pains, 
time,  and  labor.  The  writer  believes,  however,  that  the  more  incisive  and 
clear-cut  basis  of  caaparison  which  resulted,  was  worth  the  price. 

The  following  extracts  from  a circular  letter  sent  to  all  the 
schools  participating,  will  show  the  method  employed  by  the  teachers  in 
securir^  both  the  group  and  the  Individual  control.  The  explicit  character 
of  the  directions  indicates  the  pains  taken  to  Insure  uniformity  of  procedure 
In  this  in^ortant  phase  of  the  experiraeat. 

Direetio>iis  for  Division  of  C lass . 

"^e  are  mailing  you  * copies  of  the  Courtis 

Silent  Heading  Test.  Kindly  have  the  teachers 
you  have  selected  administer  these  tests  to 
their  pupils  on  Friday,  April  4th. 

On  the  basis  of  the  results  of  these  tests  have 
them  divide  each  of  the  above  mentioned  grades 
into  two  groups  of  approximately  equal  apeed  in 
silent  reading.  In  this  division  only  the  score 
in  speed  (or  words  road)  shoiild  bo  regarded. 


♦ Humber  inserted 


Il"l 


The  score  in  c<xnproh©nsion  (questions  answered) 
should  be  marked,  but  should  not  be  taken  into 
consideration  In  the  question  of  dividing?  the 
grade  into  two  groups.  These  groups  should 
be  built  up  as  follows ; 

Rank  the  pupils  in  each  entire  class  on  the 
basis  of  speed  from  the  best  to  the  poorest. 
N*wab9r  then  In  order,  beginning  with  the  best 
etc.)  assigning  them  a rank.  Put  all 
the  odd  n’lmbered  children  in  Group  A,  and  all 
the  even  nusnbered  children  in  Group  B.  You 
will  then  have  two  groups  of  approximately 
the  3a!.<e  scores.  iTrite  in  the  scores  of  the 
pupils.  The  tendency  will  be  for  the  scores 
of  Group  A to  run  higher.  Now  raatos  minor 
ad.^ust^ients  by  shifting  pupils  from  one  group 
to  the  other  itntil  you  have  (a)  pairs  of  pupils 


of  as  nearly  the  same 

score  as  possible,  and 

(b),  as  a result,  the 
the  same. 

total  group 

scores  nearly 

Illustration 

for  class  of 

twenty ; 

Group  A 

Group  8. 

Pair  1 

190 

13d 

Pair  2 

185 

185 

P»lr  5 

179 

ISO 

Pair  9 

63 

67 

Pair  10 

Total  145^ 


Orpup  A pill  be  called  the  Experimental  Group  and 
Group  B the  Control  Group.  This  means  that  the 
method  of  instructions  sat  forth  in  the  enclosed 
directions  is  to  be  followed  for  Group  A only, 
and  that  Group  B is  to  be  taught  in  the  usual 
way.  If  there  is  an  odd  nwinber  of  pupils  in 
a class,  put  the  odd  pupil  In  Group  A, 

After  having  scored  the  papers  and  used  them  to 
divide  the  classes  into  two  groups,  kindly  send 
the  papers  to  us  for  purposes  of  diagnosis  and 
further  st>idy.  Also  kindly  enclose  the  test 
blanks  which  were  not  used.  Ship  by  express 
collect, 

Ye  are  also  sanding  you  a sample  form  of  chart 
for  the  individual  pupil,  and  a sufficient 
number  of  sheets,  so  that  each  pupil  can  make 
his  own  individual  chart  under  the  direction  of 


'V.  •'!  ■ \ 

■"  ,v.  ' 


■ *•  » 


'(7  1^  l''|  *'  ' /^'''  .' 

. 1 ■ ■’',  '•  : ' w- 


' v:f 


w ; . f> ' ;:  f*[  9 ' *■'•’. 

V,  '.  ' .< ' V'  I ;t  ■ 


. ■’  - , 


»••',  ; ..  .■  V ' • ••'.  ••’*•>  .••  ■ 

I';.' 


' . > >•■.(■■■';,  •■wv/'  7^*-.'  H'-'  *•  .'  I [ 18iii( 

r",',  :<,v,  '.  ’ ■ ’■  : . V.fti  > ' •.•  -■■*’  _ 

;■ ''‘'.'1 ' , ^ ,^1^::"' •-■'''' ''  ; f '!'■  '■  r-’v  ■'.  •^■''-  • '•-■•" " ■ ’’ ' ^ ‘7-' : ■ ■ ' '< 

' ''•  ' ^ ■'  ‘ ,V!''  V ^ 7r.^:,  -I  ^,7 -’Vf, 


|;,V  1^,,.: 


!'7''7  '-•.  ■ ,'H''(;  !'7'',' 


*|iH-  ,,■•,•  “'■,7'  ’.'i/  .■'-■''O'f  *4 


_ ♦ 


^ J. .' ■ f*l 


‘ r. ']  H C;*i*.v:W 


■•■rT-  ■ ■ *i'^*‘*- 

i * ■ 


; V, 


->  * h* 


"''7  .V"  i.  i''^.'  '*■.■<>•  ’■‘7  7 ■'  t-’  A \ •?  ■'■■  ; 

''y  ■ ■■  ^'-  . ■■  ■'  '^'t' 


4 "i 

' .,  '^.•;in(i5  'X 

r i ' ■’ 

•-'  »■•■)  . '"i'-'X  '' 


■■  - 'iK?: 


■ j 


7 .77 


'7:  nj 


77'i>;,i\  .-  -.  .'17 '7/ 


v77  ■ 

vr-A  ■ ' 


;,  ' ,1  ' y-'Lfl,...  . ■ s « '*•<;  ■ •■'•  *.  '• 

■'■■  •-’•'•''  ' ;'•■’■» 5-''. If-' 

*?r':7:7  , ',  tv  '7-/;  7.^7V7T?i]is^;:k-'.,,.  ,/  ■.■,  . ■■  ^ -■;  ■ 7:i7 

;7^77,::,  -^<^,.5:;- 7 7'  . ;,  ; 77'i>^^, 

..  " 5.  • ; '•''"•jj.ij;-.  « • «nrirj>5*.  ‘■7 v'  , .•. I,,, . ■ ^ •.  •:  ':■  ‘4:^ 

■ ■ : •^'7:'*^; it''-  ^ 

77  ■:  7,7.  ; ."  ■ 

1:^ 

, ...  ,.  ■ ..r>  .-  - . ■•  - . ■■ 

-T^'  ' " .i<V  , r-f'-  ■'  " i - 


•Vi 


'■  ■ 7V^S'V  ■'■ 


'V- 


» /'■  i *7*^  %. :'- '•'t 


. , ■' ', 


».  ».  4«'  ./M.  ., 

if’>X  ■ ■ ‘ ^ ■ 'iV, 


■•s  <*• 


»?■  ■’ 


..V.^;  ■ ■ 

I »^,' 


_ ^ 'Kf‘'‘AA7  " v«  ■ T:^7.*v  7 

.-X:'  •'  f .(f 


-'  ' ■ ' ' 

X»,}eT-‘\  ■■'  ■•'  ■ •'  ■ " '^■ 


7li'  r7  - •' 


7 ')7;:7'::.;'  . 


7 

<1  ^ .. 


M j:.  (►*» ^:7;  ^ 1 4^7  -tiijAi.  '1^.;4X*:  i , 

^ *•••7'.  '' ' : ;’ n.*.'*  u'  i;« '■  ?>  • ■*»'■»?■} 

**'"  ' ' 41. ' ■’  • • zx  7'.X  •".  ■ 


: '4^ 


' • i V 


■■  .-:.■  ' 7^47  '*  : -ViJW  ' ‘ 


[.  r.'v  ■ ' v‘.' ‘'■’7;. 


. f ..' 


' •'tj-  ‘ 

,. . ,>V 


\ ■.f-r  V::  .7. 

f' 


l7.:;v.,'  , 


* ..  ..jr  ; '■...._ ... 

I • V"  t I 

f . . - • 

,,.  .•  ■ 7 |,1)!S.'«7i.-  >rr,*  » 


' 'A?)  .]’>tM'^ 

•■'.7  om- 

'■  ,.l  ' _ .' 

ti'  ', 

'■••,  ;-7;m'  ■•'!5«^-t  ti.x  x.,r 

, 

''''77.  '"‘7'  • 

, 7.  ■ .i*,.  , . 

...■■% 

V 

■ ■ ..^-.  '■  V,  .7 

E-  m:*.',  ■• 

.7 ‘7'  'rtfs"'.*.’ 

*.  »ruii  »fir;' 

7 -r7X.rl!7' 1 

i ' 

t?  -i/i  ■ 1" 

i '^Vr- 

i_. 

r7v<.  '«i  ■' 

"..Ai. 

y r'’!- 


"t  rt*  ■ 


13.0 

•±25 


th^  teacher.  It  is  sug«;asted  that  this  may  be 
4one  In  a drawing  or  aritlsnetic  period  on  Friday, 

April  4th.  Actoal  work  oa  the  reading  pro.leat 
should  begin  on  Tricaday,  April  3th.  The  teatii:^ 
and  dirislon  of  the  olaseas  into  two  groups, 
as  well  as  the  preparation  of  charts,  should 
therefore  be  finished  before  Tuesday,  April  8th.” 

In  the  Co'jrtis  Silent  Reading  Test,  the  results  of  the  perfor- 
mance are  divided  into  the  score  for  speed  ard  the  score  for  comprehension. 
Ihilike  the  Kansas  Silent  Reading  Test,  there  is  no  compound  score  serving  as 
the  sir^le  Index  of  the  efficiency  of  the  caablned  qualities  of  speed  and 
comprehension.  In  the  above  set  of  directions,  it  will  be  noticed  that  the 
score  in  speed,  and  not  the  score  in  coraprehensloa,  constituted  the  basis  for 
the  division  of  the  class  into  groups  and  pairs.  This  was  because  the 
investigator  being  primarily  interested  in  the  development  of  speed,  was 
thereby  enabled  to  compare  the  progress  of  the  two  groups  in  this  particular 
phase  of  reading  more  satisfactorily,  than  if  either  the  score  ^or  c«ynpre- 
hension  or  the  score  for  the  combined  qualities  of  speed  and  comprehension, 
ware  used  as  the  basis  for  the  division. 

The  Individual  Chart » 

Every  pupil  In  the  axporioental  groups  was  requested  to  keep  an 
individual  chart.  Since  uniformity  in  the  c<xiputation  of  the  ohart  was 
necessary  In  order  that  the  graphs  of  the  pupils  in  the  different  grades 
night  be  readily  comparable,  a set  of  directions  was  sent  to  every  teacher 
to  insure  uniformity  of  procedure  on  the  part  of  the  pupils.  As  many  of  the 
pupils  were  in  the  third  a.nd  fo’jrth  g-’ades,  and  had  had  no  previous  oxoerieuoe 
in  graphing,  it  was  foind  necessary  to  make  the  direotlona  very  explicit  and 
detailed.  Besides  the  following  set  of  directions,  a sample  copy  of  the 
individual  chart  was  sent  to  each  teacher. 


I'M 


- A ‘ 


' 'fvi' 


. > 


iS'  ■ 


ri 

■■f^.v  V . -y  ■ •*'« 

■■  :^:v  f 'r^r  * '^' 


•*■■;,  p'lf.V.)  ?'  ' •-  '•  'ei.  ■ £.'••■*■  * C-;-.'’l''Vf*v»' V;?- 


, ; s i,  <■„  ' 

,‘  "^  ."•,  ’•*',  * *iA'  * U ' ' • 1 ■ V ' .'  j 

’*"■"1,:  S-li'’/  5 *:■: -t  “jt/ •••^.«-aii- • -•  '•-’•< 

' • 'vf  ..  “>'■  .V'  t-’l-  ■ 

«r ‘jo*?  ^1''^',;  -1?'^  If  '•'  ''  . “vlii  i '^'  f-  - ' t '‘-v  ,;'lt  •,'  »'^  '•? 


ii'ji  ■’'•'i'.r^ '■ 


f.  : 


'.  - .♦  -<v.V4  '••'*  •'  tf-f  •'^- iiw»*»  e*yi-^c,  .«;,x 


■ ■«!■■' 


,;-'L  ^ Utt 


' y V ■ ;7fli;..y  ' . ■ ''  . ' 

■ ■■  ’ ‘ ->•»  ■ ‘ ■•  . • ' 


.-■/.  '....V,,t<«A  '’^  V -^’’v  V I'l'.  ' ';■  7!  ■ ‘ ' ■'  ' '■  •'  ' '■■.'■■  ■' ' ■■  ..'V  ' 

A-'-  s .•*'. 


o<  i 


i 


:-  • ,■''  ' ' 'V  ..  ':,  ' • V^!*-  ''■'  Vt^-'  ^ -.rT'  '.:■■■■ 


■%r. 


/;■■  •V*>’j  4»>«.  ^ '••'■•'  - «V;f ••'^. . 

* . V'^  V ■•■■■'''  I ' ■■  " '•  c'. 

•V  \ ■ ■■''  , , ■•  ' . . . '■'■'■■  _,.  , ‘V  .-.  > 

■ I, "-J,!  t ,::>■■ 

\. ,.  :,s»v' :•.-'  ■?••!■;  3;“  oi 

M ..  ■ .-■  " _ !'9r**  cs>  <i  >'  V-'  ' ' > ■’ f ■■'^',,9,  f ■■'  '’ri3i<p|ir|  '• 


'■■  ■■J-.  -'y  : ''■-  ^ "V^ 

C.  '.  V>1;:  •.■•;-fi.ii;':«  *-c4,tV''-: 

-,'■;  E V.,'J^  ’ *•  ' i . A*-  « 


.S,  ' 


,*■;*.•:■- ■ if'iaffl 


^ o 

TlTTTT 


DI3SCTI0HS  TO  T5AG!T5RS  FOR  MXISS  I^fDIVIOmL  CHARTS. 


On  Friday,  April  4,  have  aach  child  make  a blank  form  like  the 
sample  submitted.  On  account  of  the  capacity  of  the  sheet,  the  diagram  is 
arranged  so  as  to  record  the  number  of  words  per  Ha If -minute. 

Observe  that  the  dates  during  which  the  special  instruction  takes 
place  are  arranged  fr^i  left  to  right  along  the  base  ll*»  and  that  the  speed 
In  words  per  ha If -mirntt®  is  expressed  along  the  vertical  line.  The  Idea  is 
this:  If  a child  reads  on  a given  day  at  an  average  speed  of  220  wc«"ds  per 
ralnpite,  divide  220  by  2 giviiig  110  as  the  average  number  of  words  per  half- 
raiwite.  Sucpose  that  this  record  was  made  by  the  pupil  in  question  on  April 
3.  Have  the  pupil  put  a dot  above  the  date  and  at  110.  He  will  .make  no  other 
entjy  on  that  day.  Suppose,  however,  that  on  the  next  day  (April  9)  he  reads 
at  the  rate  of  240  words  per  slnuto  or  120  words  per  half-minute.  He  will 
then  put  a dot  over  April  9 opposite  120,  at  the  same  time  drawing  a line 
between  the  dot  he  entered  the  day  before  and  the  one  he  has  .lust  entered. 

On  subsequent  days  he  will  record  his  speed  in  the  same  way,  each 
time  putting  a dot  over  the  date  and  opp^ita  the  number  of  words  he  read  per 
ha If -minute,  and  drawing  a line  to  connect  this  dot  with  the  last  one  ha  has 
made.  If  the  average  number  of  words  per  half -minute  for  a given  child  on  a 
certain  day  lies  between  two  numbers  written  at  the  left  side  of  the  diagram, 
let  him  estimate  how  high  to  place  the  dot.  Suppose,  for  example,  that  he  has 
read  268  words  per  minute  or  134  words  per  half-minute.  The  dot  will  then  bo 
not  quite  half  way  up  from  I30  to  140. 

It  has  been  found  not  only  that  children  rather  readily  understand 
the  making  of  such  a chart  but  that  they  enjoy  watching  their  curves  grow. 

Of  co'orse,  the  Interest  lies  in  seeing  the  extent  to  which  the  slopes  upward 
Indicate  improvement. 

If  there  Is  a break  in  the  record--  due  for  example,  to  the 
absence  of  a child — the  dot  should  be  entered  above  the  date  of  the  day  when 
the  record  is  resumed,  and  a line  should  be  drawn  from  the  last  dot  to  the 
one  just  made.  This  line  will  cross  over  the  intervening  day  or  days  and  to 
Indicate  that  a break  has  occurred,  the  line  should  be  dotted. 

Observe  that  two  school  days  are  (yaitted  along  the  base  line, 
namely  itoy  2 and  Sftay  29.  These  are  the  days  on  which  you  are  requested  to  test 
your  pupils  with  the  Courtis  Silent  Reading  Tests,  You  will  not  be  expected 
to  conduct  a reading  recitation  In  either  group  A or  group  R on  those  days. 

It  is  suggested  that  added  Interest  may  be  given  to  the  work  if  you 
have  a class  chart  on  which  you  will  enter  the  average  speeds  of  reading  for 
the  class  in  precisely  the  same  way  that  the  children  will  enter  their 
Individual  results.  If  yo’j  have  sufficient  black  board  space,  a chart  may  be 
drawn  on  the  board.  A large  sheet  of  mounting  paper  will,  however,  be  fully 
as  satisfactory. 


'-I 

.=>{>i- 


\ 


*ili||'f'','''£^^  M'  ''-l^’ 


'-!  7;V’' 


' .’  *1  '!  '^'’t''.. 


’-:  , r,,  ••■■f' 

1.4 

s*  ”’>• 

.4^’- '-. 

■-i  i^i'i^.f' . . ,?<  ?. 

i:  ^ •'•' 

• ■•  ' ■ / ., 

■' :'  ■ .i" 

. ' ■■  -t 


,t.  'V-t 


' .»v^  ■ 
' »** 


, , 4 . ' ■ -.'  ,;;!*<?  '*•  ■ i ' • l*A'  »'  T 


■■r 


r.  'iiy» 


■ ..•,•  '‘•/f-4<  .V'P.'  r,-  ' fc'V'*-'*  ' , 

•'  V, : V -: : ' ■ ^ :< 


* 5ii  ^ ^ i - - ' J J . ^ ■ 

, . ■<  ?**avc-W4,,V- 


,;,‘ » 4,.“ ' fi.H< 


m " ■ :» " ■'■- ' ' '■ ' ■'  ■ ' ' ^ '! 

..  ■ ■ ^ , .- 

',. ',';.t'.^  • ''■iVvi-  cj  '-’v 4 rt . 9ftni /.i^ r 


, ■ / r.  •.■\4  sn^’-  ': 


^ ‘ -''i'  ' . ' ' I. 

.■■  i : 


'i!,-''  i^X.*w»  '»4  iufn't 


m:..  i 


J' 


.,,,  «.  *«:«  ‘■•.■*..  '■*.'  ‘-4  / ■■‘t‘ . . '■■"l+»  i*V  ;>f  . ,/*v  -i: ..'. 

^j;':v^.''/''^M‘  "I-,.'-  - ' , ' ■ . ‘ ■' 

^ .-*4  . «//v‘  •’ '' 


I 


I 4 


Wii  t-'iw  -'k'j'-  ■ '-i  ■^‘‘  V 

t»m  ,J-  ■ i ' -v':  . ^ 

i^i,  4 ' •.*.-««».'  "'  !k‘  tf*?.  i; 

•-  .'Til  ' ■'■'  .•  ■ >i;*i'lf^.{»'!'*!f''‘  -'IS-  '*■  •.’ 


s' 


. ^ A » ^ = : *?  ‘'yP*f  /t  !'/’•»►■  V ••  ’V.  ■ ^ .'Z‘U>v'  Ivc*  f-  »n 


> 

4“'', 


..  r'.i  ' i-lViSO  ! ■ '.n 


.J  ..♦ 


1 OfT 


Reading  Conference. 

Despite  the  pains  taken  to  formulate  directions  that  would  guide 
the  teachers  in  every  important  step  in  the  procedure.  It  was  recognized  that 
differences  In  the  application  of  the  method  \yy  the  various  teachers  might 
still  result.  Tnese  differences  might  mar  or  at  least  weaken  the  accuracy  of 
the  conclusions  that  would  be  drawn  from  the  study.  If  the  teachers  could 
witness  the  concrete  application  of  tlia  method,  the  mode  of  computation,  etc., 
besides  having  an  opportunity  to  present  orally  any  difficulties  which  occurred 
to  them,  and  have  them  cleared  away,  a greater  guarantee  for  uniformity  of 
procedure  would  be  secured.  Accordingly,  a representative  of  each  school 
system^  participating  in  the  experiment  was  invited  to  attend  a ooiiferanoe  at 
the  University  of  Illinois,  where  the  method  was  demonstrated  and  explained  in 
detail. 


The  conference  lasted  an  entire  day.  In  order  that  all  the 
teachers  might  benefit  fr<»a  the  conference,  a stenographic  report  of  the  denon- 
stration  class  and  of  the  discussions  by  the  delegates  and  the  promoters  of  the 
experiment  was  sent  to  every  teacher.  This  served  to  supplement  the  report 
which  each  delegate  brought  back  to  her  colleagues.  The  following  extracts  from 
the  circularized  report  of  the  conference  will  convey  sotos  idea  as  to  the  nature 


of  the  meeting  and  the  points  discussed. 


"On  Saturday,  April  12th,  representatives  of  the  various 
school  systems  engaged  in  the  Silent  Heading  Project  assembled 


for  a conference  at  the  University 
Is  the  list  of  those  present: 

Mr.  D.  3.  McCracken,  Principal 
Mr.  ?.  R.  Klchols,  Principal 
Miss  Clara  F,  JClass,  Teacher  4 
Miss  M.  0.  Wheaton,  Teacher  3 
Mr.  C.  3.  Smith,  Superintendent 
D.  L.  O’Sullivan,  Principal 


of  Illinois.  The  following 


Manierre  School,  Chicago 
Hendricks  School,  Chicago 
Goodrich  School,  Chicago 

Goodrich  School,  Chicago 

Rushville 

Argo 


(l)  There  was  no  delegate  from  Bloomington.  The  writer  went  there  personally 
to  explain  the  method,  its  application,  otc.  to  the  teachers. 


:;,v.  f:  >*  ,/  e.v 


t»/< 


* I :,.  -<(>»«' >v.^? 


♦'si 


„'W  ,»Pm: 

^■K  . ■'*%5 

^'•"^fw%■  ♦■U/U -•-■3^ 


7/^  i).*  i'-?r.'A‘  \w 


'X> 


■ * -A  V • ■’.'»  ■ ©ii  WJ  ■*,  v^ 

'■''Wj 


i,..^ 


A 1 *42.  t I'  i "'ii^ 


'4irf  rc 


»•/  > 


/ <6/  -?  ' .-  *'  ■i' 

. ■■  >-  .«',?>  '<■,  *i‘tKt^V'''  •'•' 


r-.,  -^:S% 


, '.Jjp  ■•";' 

•*  r-  " ■>_/' 

V T 'j  > .:  »*'^  i-.^c  <s  #flSr^  e 


'.'j 


I')  .:  V' 


"^-*lji"  'v';  y-vv;<* ■•'.••.■  ,vr4  '-K>  fc^.rw^rt  ,sr4i?.-v-- 

v"^:  ■ ■ 


r- 

iwn’i"..  .^.;-  ' ' ' 

' ^ ^ r ••»  ’ •***’•  ■' 

■ jf/  t...  , 4 f-  ■ • •»  ' / * ' ' . 

^ f' 

t'. 

•’  .!  ' u ' ■ .. 

*•'•'•••  t'  ? yw>4»!|- 

ii. 

^ ■ -a'?-:,  ic;'  **”■■*  • ■ 


' . 5-m U ' 


■lijV><" '«<-v  > 


• ,■.■•■»  .;'.^>i  • - !'  •. ’ -•  ;i,  . ...  ‘‘Wi^  ' 

,.,  ^ ^<;f  ■J4’''  "'Orwl  '■~'5f^  -ftjf 


I '. 


Y»‘-’*  ’ ' 


V 


'*  i(,<iii,  L©*''.  V- ■■♦■ 

* /J  ’ 

1 .-. 

•.;'  V-i*  •,  • ■"• 

' i ^ * ■' 

: ,.5»;.'?fii  tj:  ' 

♦ <nL* 

• - *4 

«n« 


■ Is’:’  - 


1 CLrt 


Mr.  F,  G.  Taylor,  Superiatandont 
Miss  ?^ary  T.  Dtjncan,  Principal 
Vlas  F,  C.  Lanskoy,  Teacher  5 
Kies  Rose  M,  Boyd  Teacher  6 
Mias  /Maude  Law  Teacher  7 

Miss  Haeel  B.  Mason  Teacher  4 


Grant  School 
Greeley  School 
Hewitt  School 
Central  School 


Oregon 

LaSalle 

Streator 

S tree tor 

Taylorville 

Sycamore 


Kiss  Davis  bro'jfjht  her  5'^^  grade  class  from  the 
Lincoln  School,  ChaTipaigniand  demons tra ted  the  method 
of  training  the  pupils  in  rapid  silent  reading.  The 
total  time  allowed  for  the  period  was  minutes.  The 
teacher  secured  seven  reading  stretches  consisting  of 
3>4,2,4,3#3j  minute  periods,  making  a total  of  22  mimtes 
spent  In  eetnal  reading.  The  instructions,  questions, 
and  answers  on  the  matter  read  occupied  only  eight  minutes." 

There  was  considerable  discussion  by  the  delegates  as  to  the 

technique  of  procedure  in  computing  the  average  number  of  words  per  minute, 

of  graphing,  etc.  The  following  extracts  from  the  conference  report  will 


serve  as  a resume  of  the  chief  points  discussed  and  of  the  conclusions  finally 


agreed  upon. 


"1.  There  was  a discussion  as  to  the  expediency 
of  computing  the  n’vnber  of  words  read  oer  minute 
from  only  one  of  the  reading  stretches  of  (say) 
two  or  three  minutes  duration,  or  of  comoutlng 
the  average  number  of  words  read  per  miTwte  from 
the  sum  t^al  of  all  the  readir^  stretches  during 
the  50  minute  period.  The  representatives  decided 
to  adopt  the  latter  method.  Consequently,  If 
there  have  been  eight  readir^  stretches  of  two  and 
three  minutes  duration,  so  that,  say  the  sura  of  20 
minutes  were  spent  in  actual  reading,  it  would  ?Eean 
that  the  total  number  of  words  read,  say  5jDD0  is  to 
be  divided  by  20,  giving  25c  as  the  average  n’jtmber 
of  words  road  per  min>ite. 

2,  The  question  as  to  whether  or  not  the  teacher 
should  take  down  the  irtmber  of  the  page  reached  by 
the  pupil  after  each  reading  stretch  or  merely  at 
the  end  of  the  total  reading  time,  was  discussed 
at  length.  It  was  agreed  to  leave  that  point  to 
the  discretion  of  each  teacher— whichever  method 
she  fo’jnd  the  more  effective  she  sho’jld  be  free 
to  adopt.  Miss  Davis  reported  that  after  trying  it 
both  ways,  she  preferred  to  take  the  number  of  the 


' < 

J ' 


A,:  4; 


.•,  .1 


, v,^  i 

,.  4 ' . yy  ’ ' ;-V  ' 

■ '1  "...  .'  . , '/.■,  ■•  ■ “ 

j 

■■'■'■’  '4'  -i'  •' 

nn.X'ifi'-r"  y 

. ',  ' 4-' 

. ■::■ 

-■  ; ':'■  .M  • ' 

( '•  V,  • ’ 

■ -s'-'  : * -'  •-*•  w" 


• > 

’^\T 


-f  • , '.j4 


■^r 


'■r  > Vi:' 


■ 


■ \ ' V * .*.*'•  '4  • 'J  ■ f .■  •:  ■,."  ‘ ' '■ 

' ’ ’ 'f  . -•  " * • j • _ 


iL 


ii'  " ' 


' • * '■^  j ‘ •;  i '•  ' ■■ 


V ■•  . . *?f iijj'  t . f»  . -t.  ,1  /;■  ■ »i^i-Jf 


• <4*'”  ' 


- •« 


'*!4  i‘‘>  •'*  ^4?'*'- . 


,;>>•■■ 


i’  .-■■■  ■ i;,' ■’  ■ ■;  ' '■  '.  ■:-‘\r  ^ . 


'“'  7^’  •4vr''tf.'  t*6jl  tki  - ivv  ^ * V- 

■■'■  '.. fc  ,.  e-; 


•.'■•  -*•'■:.? ••  v.’t>  'k-ra  .v:*?: *' I''* ';--•  ..^c. 

*'  '' ■ '*'  ■ '■'i  ■ **'•  ' 1/'  Cr  / ’•  '''  ,•  • ' '.  ' ! J • . " ‘i.'  c.  . . ’*^'  <■'  . '.*•  ,.  * 

■ ,r-;  ..  , ;.;  . 

' ♦ ' ■ " • . •■  ' '"'  ■ . i . V -7-j 


r ■ 

-i/ . . ' ’ 1 

*■  4>’.  S |■*^'|<‘V■i' life-?* 

;'  ,..j.  •■  . ->r 

;i-y,;>4  .y"'" 

' . *;  • • i . ."'  i‘ 

',  ’.'.■>  . ' « !'■  ■•'  i ’'''  % ■ '■ 

'"Vy  '4  , 

• «:•  ‘*i  ' f V 

'.»  . *•..,»»♦  . » ';-  ; / .V...  ,;v:) 

* V ' *''  •• 

'•■■:  : ■ ‘ . 
M *•  •■;  .mT''  ' m -V 

' ^ ' ' ^.  ^i  v)»  i*  <■  • **  ^ . • 

• l''  .'■•  ■'  • ■ • '■"  ' 

.-4’ 4.*.- 

. ' '4**  ■ :■«■■  'A  ■;  ■ 

.•  i'- 


y^r'" 

'1^;  3- 

.'.  V ■) 

4r-'¥:  ■ ''  • 7y 

.'i^y  ■■  '•'' 

Iv; V'"  A 

*^AU',.  vi'  f"  ''t-V'':^’  • ■ ■ ■ ' ■"*  ' ''T*'  ;•  '»« 


■ 4' ’ 'v\; / ' ’■';  " ' 


>!''■  ''-'i  wi*'v'’  ■•■■  ^■'f..">^«!‘,4^'  .■.i.'',‘>#:ff  “ '.^  :,;  K'  s , . 

• ■ *»*•  ..s'4i'4'  it v"'.  ^-rs  4'*^??'  ^ .w. -•'/ 

,.  4.::,'  y V V...',.;  vis*  - 


,!/ 


«■  '■  -. • ■‘i  ■ ,.,<  • "I. 


» i 


■'  fn.  . 


, , , , "itiiiril'  :v.  y’ ' &Vti  r,.1;  , , 

f;.j  .:  '-•■•.'■  •■  .'•  : •«*’.».'•■  .y? ‘‘’'ir,  ♦*># 

(•■V,,  , ' ',•  .-r  • -;•-..  ,•■  it  .*  > TCI  % ^Vv--"^  ■ 4''  ' 

' ' ■ ' ' 


page  reached  hy  aach  pupil  only  at  the 
end  of  the  period,  as  this  allowed  aore 
time  to  be  spent  in  actual  reading  than  was 
possible  under  the  other  method. 

3.  In  making  the  class  chart,  the  delegates 
decided  to  use  the  median  rather  than  the 
average.  The  median  is  simply  the  score  of 
the  pupil  middlemost  in  the  order  of  rank. 

In  a class  of  21  pupils,  the  score  of  the 
11th  pupil  would  constitute  the  median  for 
the  class.  If  there  are  an  even  number  of 
pupils,  the  ;median  is  the  score  midway  between 
the  scores  of  the  two  middle  pupils.  In  a 
class  of  20*  therefore,  the  sum  of  the  scores 
of  the  tenth  and  eleventh  pupils  when  divided 
by  2 gives  the  median. 

4.  Suitable  reading  material  for  the  different 
grades  was  discussed.  It  is  Important  that  the 
material  chosen  be  not  too  difficult  for  the 
grade,  ^asy  material  is  to  be  preferred  to 
make  possible  the  setting  up  of  habits  of  rapid 
eye-movenents ." 

Inasmuch,  as  the  pupils  in  the  experimental  groups  were  covering 
two,  three,  four,  etc.  times  the  usual  amount  of  reading  matter  the  problem 
of  supplying  them  with  sufficient,  suitable,  material,  soon  became  a pressing 
one.  The  reading  material  that  was  on  hand  for  the  particular  grade  was 
exhausted  by  the  experimental  pupils  In  the  oo<»rse  of  a few  weeks'  practice. 

A list  of  selections  suitable  for  the  different  grades  was  submitted  by  the 
delegates.  This  list  was  incorporated  into  the  Report  of  the  Reading 
Conference.  In  addition  to  this,  Ur,  James  F,  Hoslo  of  the  Chicago  t^omal 
School  kindly  selected  a list  of  books,  especially  suitable  for  the  purposes  of 
the  experiment  from  a much  larger  mraber  which  he  had  prepared  for  use  in 
certain  Chicago  schools  designated  for  the  time  as  ” English  canters" . A copy 
of  this  list  was  also  sent  to  each  teacher.  Tloth  of  these  lists  will  be  fojind 
in  the  appeiviiz  to  this  study. 


r • 


/■ 


’ : ' ' i 

■ .'1  ■!'  . v' ‘.'.'V"  <,’.» . ’ “ ** 

U t‘’’i  /'J* 

''"'Ml  ^ 


fe*.  > 


.V' 


^;’4. 

\ 

IV 


‘7^, 

\\  'ff 

y ♦'  A 


'■  Vv/v'm  •V  ";  ■■  " ' ■• 

.’  1,  f ’ ' ; r , ■'■'.!  ■■  ' ■■.  j ' 

. ''  r,  .,  f<K,c  - ' <:  ' * 

„^.,.,.’r  1'^  ■'«'  r.-  ' Hn  i'2 


»•< 


(H’Vf.ti  '-StiVi'f;-.'-;'  rC''W 


■ t!i(y.’  1,  ■■' 


’I'  V ■ 


'*V  ■.■>*  '.- i <{*(/. 

■w  ■•  >oi'  ij^/’ 

' ' .r  ^rr'?  *4pTt  7.  7.«1"":'J 

1 ; ^ . 


?..ir 


.,  -‘if'''!' 


^'.  j.p  ; •-«, 

<j  ^ ' i I f ‘ i * '‘ 


:w  -■ 


M 


'fc'  '<13^ 


"v  " ' I'.-V-  'A  Ui'-v ' 7v>  %V,,;iv''t\v*rf  <«■;  • «>?:''  - ^:C  % ^ 

./  V ' > n- 'A  V ^ • ■■’•• ' ■'  -* 

.V  r ^ f'*v  •■»!.  ' ; • ’ ■ ' •«  ’ ■.  ■ . ','7’5  li' •'. 


-J 


^ ■ ' ■ ’1  ^ ' 


IV';.  V . 7^. 


"'t  .V 


***' 


' ■ . r 


»di«.t  **«*.  I:-,'  ifvtt-K  erM  ,. 

• I .'*’  ■ . . V 


• i Ir' 


' r V'  iv  .’  V'a!)7jP  PC^^V’ 

' '.  ' '■'  " - N '■  ' ' '>*■■  ’"  ' ' i’  " ’>'  _ 

■■' ’,iv  . jv'jfi  J'  ,r*  . 

^ " 'V^  ■ ‘ ,■>(  , ■'.  ‘'..  '■  I <* , ■ . : . .. 

r •/;•* ' '• ')  •’•:•■  y’>^'  •':.'>  ''•''>  \':^''i ‘c  ' ’ 7 ■i""7''«,  '\\^- 

' ^ '*'«,■  .■►  ' 7">  r'j'.  . ,>;:i.!.^  r.  J Hm'"'.*  7 


1.70. 

To 


< M . 
i It  ' 


■;."S 

‘W*’- 


S>’ 


v^.' 


Mi 

^‘4''  "■•  ; pfitf .ITT 


rS‘"  •■' ' 


hii  , 


V-  I /’ 

'.  ':»i  V 'V'Cu.-d^J 


• . .f  I ' ■ ' 

■,,■.!  j-I-'i! 

V'  i- 


1 ^rv 
“XOIL/ 

The  l^ork  Curve  for  One  heading  Period ♦ 

The  reading  period  is  divided  into  five,  six,  seven,  etc.  stretches 
of  two,  three,  and  occasionally  of  four  minutes  duration.  The  method  of 
computation  which  the  teachers  decided  to  adopt  secures  the  average  number 
of  words  read  per  minute  by  each  pupil  d»arlng  the  total  reeding  period.  It 
does  not  determine,  however,  the  average  number  of  words  read  per  minute 
during  each  of  the  reading  stretches.  It  left  unanswered  the  questions: 

In  which  of  the  stretches  do  the  pupils  obtain  the  highest  speed?  Does  the 
intensive  nature  of  the  work  cause  a marked  decline  towards  the  end  of  the 
period?  Does  the  c\irve  for  this  type  of  activity  bear  much  similarity  to 
the  work  curve  described  hy  Offner  (70),  Rivers  and  J&*aepelln  (71)  and  others? 
To  throw  some  light  upon  these  interesting  queries,  a miaiber  of  teachers  in 
different  grades  ’were  requested  to  secure  a record  of  the  average  number  of 
words  read  by  each  pupil  during  each  of  the  varioiis  stretches  on  a particular 
day. 

At  the  conclusion  of  the  experiment,  the  test  papers,  the  individ- 
ual graph,  the  class  charts,  teachers*  notes  and  observations,  etc.  were 
sent  to  the  writer.  A careful  examinatloK  of  the  scoring  of  the  Courtis 
especially  in  computing  the  index  of  comprehension,  revealed  too  large  a 
peroentAge  of  error.  Most  of  the  computation  of  the  scores  had  been  done  by 
the  pupils,  as  Co’irtls  suggests.  For  the  sake  of  accuracy,  all  of  the  Courtis 
tests  including  the  throe  forms  I,  II  and  III  were  re-examined  and  re-scored 
by  trained  clerks  unde**  the  writer’s  supervision.  The  tremendous  amount  of 
labor  involved  in  re-correcting  approximately  4,000  test  papers,  determining 
the  score  in  speed  per  mlmte  for  each  o>ie,  computing  the  index  of  compre- 
hension, making  the  necessary  re-ad justments  in  the  matching  of  the  pairs  of 
pupils, etc.  has  been  chiefly  responsible  for  preventing  the  publication  of  this 
investigation  at  an  earlier  date; 


VIII. 

mmiim  or? 

Tlw  oJiief  SjnwrtarijeEJont  need  In  this  iirvoBtigation  to  iroaauro  tlie 
^owfch  in  o|socd  of  r^tdinc  wus  tli©  Gourtift  nilorit  l^oodiiv"  Boot  Ilo*  2.  TTiero 
nr©  tlsroo  diffierorjt  foma  of  thie  teet,  ©adi  of  w'doh  oro  ap  roxiriatol:^*'  oqual 
in  dlffioulty.  trlplioat©  clwsraotop  of  tins  toot  -..lad©  it  poociblo  to  toot 
tJio  pupils  at  til©  bogiminf^,  nlddlo,  and  ©nd  of  tli®  training  with  tl»  gspo 
Idnd  of  a noaoiTrlsig  doolo©,  and  yot  awaid  tl^  cwciplloating'  f^MStor  of  ispooial 
faniliarity  tTith  tlio  opoolfic  oubjoct  riattor  of  tbo  tost.  2iio  unifom  ohar- 
aot«r  of  the  tl  jree  feme  of  t!io  toot  lilrotvlse  ro^dero  foaoiblo  oooparison 
of  the  eooreo  raade  In  the  beginning  with,  tiae  eooroe  node  at  tlie  riddle  and  at 
tiie  end  of  tl)o  training*  ?be  ssaploynsent  of  different  etandturised  teste  on 
the  two  latter  oooasiono  would  iy»v©  destroyed  tliis  unifor  ity  in  the  olioraotor 
of  tlie  ciooeuring  denrioe  ond  would  hewe  rendered  suol^i  oaapixiaon  Imzairdous* 
.\not!ier  odvanta^  arising  iVotn  t!ie  seleotlon  of  Uie  Gourtis  test  io  tliat  its 
division  into  two  porta—a  DOfisuronont  of  rate  and  a :»acur®:»nt  of  ootipre- 
lionsion*— « enables  the  investigator  to  asoortaln  tiio  speed  of  a pupil’s  reading 
as  distinct  froci  his  ociapi’^^iension.  It  disontstngleo  thea©  tisro  factors  and 
volrbs  tluxo  sepcu*ately* 

The  Courtis  Test  io  mot,  however,  ^Titliout  its  sliortooiaings*  TMle 
it  is  lK)lpful  to  know  the  tlio  ooore  of  the  two  faotore—  speed  and  oociprolvsn- 
cion—  soparatoly,  it  is  not  loss  Iielpful  to  knovf  tlie  sooro  fdr  tliOB©  two 
faotore  v/hen  functioning  otmjolnfely  on  tli©  sane  passage.  Tliis  tlio  Couzrtie 
Toot  tliro  its  sooro  of  rat©  and  indoac  of  ooqproSionsion  does  not  dotoraine. 

At  the  tine  tlio  score  for  rate  of  receding  is  dotemined,  thes'o  is  no  noosur© 
talsen  of  the  ooraprolwnslon  tliot  aoo<».ipanied  suoli  rooding.  lioroin  lies  tlio 


4 ' s* 


O’' 


■-V-.  v«'^:- 


,.  ^ -M-'  ^ A ' --vv’vr  . '^t 


7r-'^'- 


■ h-<-  . 

'/V''*^  ,1' ' ^ / 


•vi4  ' 


fr:'%\  e.:  "V  T ■ i 

' :»■■  ■"  •■•  .•:  r ' 


i i^.  \?,i  ‘ 


V A.  i.':^ 

. */’■>?  T*«« 

\» 

'4*  ?;  *«& 

^.J  - *^v 

' \*'.*i  ■ 

,r-  •*  -■ 

■ » /;  } 

. -■•.? 

, A/' '■’ki*'.  ■«..!  ; 1' 

A.*; 

■/■i%  ^ 

. '» ,'»  . ' 

♦rr’a,  ■•  • • 

V _ • ’ ■ 

/ /■■ ' i-y 

' o'.jf''^  ,^rtr,  ■‘s5v<  * 

^ : -r^  'v’ 

:■ 

. • j,v'  ■ ■'  v' 

"^:v'y  u: 


■V 

i\ 

. % • * t r } ■ 4 V 

, ..'  •■  .-4»  -t'k 


4T 

r/ A,!" . 


*1'^?'  .A? 


'T'  , 


:i  • ' ir.y  ''••  '!• 


e 4.?oI  1 ■ .’‘^ 


?r  -HI’. 


V>\‘,.  :»l'm'?'*V  ?.  €*?S^^  yftjj?i|ys.i  vA,4iv  V3» 
,ij,i  J^v>  ' -•  'V"  -V  r-  ;K4i^ 


, .V 


"A"'  ’if''  ( 


ri  ••' 


-.  '..vs.r,  .’■•  " »#■'!',  :/  ’•  ‘'T'i  ’•■ 


•'>  'V;-- ' . ^ ■ • T *' . 7 !**  '■  • 


^ V"-*>*>». 'NJ'  ' 

•'•■  J;-'<»  ■.  rr'’  f ' ’>»i’  A> 

► * - p^yr  .••’wrr 

,-^v 

. ; -j^  ,W 


tfi-4 '■/:y^t ' <• 't  4’’'’^#  —v^.i: 

% PA*#!^  ..A*',- 


<••■■  , .'oii'# 


y>  ^1  . ^ 


atJt 


^,c 

'o 


‘*4i_..-. '"'vf’:r  fi 


>f  ''■* 

'."•k 


chief  -weakness  of  the  Courtis  Test. 

By  supplementing  the  index  of  oaapreheneion—  which  reflects  only 
the  proportion  of  the  correct  to  the  incorrect  anmTers,  independently  of 
the  absolute  number  atteiap-bed«*«  by  the  number  of  correct  ansTvTero^  tliis 
difficulty  is  in  a large  measure  olnriated*  For  the  rorndjer  of  correct  anoners 
reflects  not  only  the  ability  to  coc^rohend  the  matter  but  the  speed  with 
•which  the  pupil  reads  and  ocxaprehends* 

According  to  the  method  of  computing  the  index  of  ctKr^reliension  as 
stated  by  Courtis,  a pupil  -who  attempts  only  five  ruestions  in  tli©  five 
minutes  allowed  and  ansT-ers  them  correctly  sectires  a mark  of  100  percent  in 
caaprehension*  So  likewise  does  the  pupil  viho  attempts  GO  questions  and 
ans-wers  them  all  correctly  receive  a nark  of  100  percent.  Yet  it  is 
obvious  that  there  is  a groat  difference  in  the  performance  of  -the  two  pupils— 
the  latter  is  naioh  superior.  This  difference  is  not  reflected  in  Courtis* 

Index  of  Comprehension.  Accordingly,  in  this  investigation,  the  number  of 
questions  correctly  ansxTered  was  used  as  a score  of  the  pupil’s  comprehension 
to  supple: ant  Courtis’  index,  and  to  express  actual  differences  in  the  per- 
formances of  the  pupils—  differences  in  levels  of  aohievment.  This  device 
enables  one  to  determine  -whether  the  training  -was  effective  in  increasing 
the  rate  of  radinn:  -when  the  ocanprehonsion  is  employed  oon;3ointly  and  is 
being  tested  simultaneously.  In  fact,  in  many  respects  the  number  of  questions 
correctly  onsuered  is  a bettor  measure  of  the  efficiency  of  comprehension  on 
the  part  of  the  reader  than  the  index  as  devised  by  Courtis. 

Standarized  tests  aro  all  open  to  the  criticism  that  they  tost  but 
one  porfor-:.anoe  of  the  subject.  The  performance  of  the  pupil  on  the  par- 
ticular day  on  which  he  v/as  tested  may  have  boon  normal  or  it  may  not  have 


beoti*  IXi©  to  oiiy  oi:iio  of  o tSwuaaiid  oa  sea  V:  ;loh  af foot  tho  variability  of 
tiiO  £\«wti«riin,:’  of  a laioan  xiersoi^ity,  tii©  oubjocft  raay  not  hove  boon  tnaj 
to  fom  on  that  partioul ’o*  oooooion;  i»  jaoy  not  liecv®  boon  able  to  cispley 
Ills  hl^ioBt  ability#  In  oUMr  vordo,  tlio  toot  sivee  but  om  sar;$jlinG;  of 
a voriabl®  funotioning*  r.iotiior  thet  partioular  eaiaplinc.'  s^ally  roprooenta 
tlio  pupil ’o  ablHty  ia  a raottor  ishioh  can  bo  dotonainod  <ai!3y  by  ropoatod 
teeting# 

In  t^i©  prooont  inveotig^ctlcsi  tli©  att«.:i|>t  iiaa  boon  oemJc  to  obtain  a 
pioturo  of  tlw  pupil’s  daily  growth  in  speed  of  readii^;;,  by  ooourii^:  a rooord 
of  hia  daily  porfonmioo  for  a period  of  two  sohool  ^^ontlia#  Tliis  was  aocos>» 
pliol«d  by  i:»ana  of  tiio  individual  oliart,  v/hioli  cliowed  tl»  average  nudb&r  of 
\Tordo  rood  per  i:dnute  by  each  pujjil  on  oaoh  of  Ujo  3d  daya  of  tiio  U’aining 
period#  It  ropresento  the  reeults  of  SO  matmrmmrtB  of  rote#  As  cuoli*  it  liaa 
tlio  advantage  of  a oertedn  dogroo  of  roliobility  aftiioli  ocoruos  fraz  ropoated 
testing#  Tlio  diattirbing  factors  of  vcariability  or©  prootioalli?^  oquolisod  in 
aueh  a large  nutibor  of  neosursoonta# 

\liile  the  individual  gro{^i  haa  the  advantage  of  a iMdh  larger  ttixdber 
of  noaaurerx>nts  over  tlio  stajidariaed  test#  it  ia  inferior  to  tlio  latter  in  tlie 
unatandariaed  oliorooter  of  tlio  eubgoot-snatter  on  widoSi  tlie  reoord  \r^xQ  i]ade# 

The  individual  ol^ort  ropreooi^e  ratoe  of  speed  in  reading  tbso  ordinary  typo 
of  ranter ial  viiioh  io  found  in  the  graded  i*oadm*s#  In  tlie  najorlty  of  oases 
it  is  saf'e  to  oay  tlmt  t'le  raottor  is  fairly  ^»11  adapted  to  tlio  roadinc 
oapaclty  of  tlie  pupils#  But  it  ic  r.ot  uniform  for  all  tho  pupils#  OtM  fourtla* 

grade  for  oxauple^  uses  one  reeidor,  miotlier  fourth  jTade  uses  a different  one# 

Tills  is  true  for  alnost  all  tlio  r'?*ad®e#  tliilo  all  tlie  reeding  laoolce  for  one 

grode  may  be  on  tho  carse  general  levels  tnoro  ore  doul^locs  loinoi*  difaorenoes 


• ■'  V^•^^ 


C V-.  i-.. 


'A  ^ ^ > 'fX'  '\  f^.'  O'. 


• . - • :A' , " f 


I,,.,  ' '>  '..  , W.  ■ "jrr;  ■ '.  vv"  ',i-  »•'(  / 


/vr'  i \;-  '■  ■ “'i/ 

V^».; .,.,  ' Aoy,-  ,v»  t-j  ■ '.fM  >*  V..  ■'  .'-jc;''*  ‘ ' 

Vv-Ti,  \,  ,'  ' --  -'■ 

%:'"■'  V ■ . . " . . 

tl 


' /I  , . ■ •:,■■  • ' ' ^ 

, ,,.  .V-  ...  f '•  . ■'^'i  >>/  '‘-a 

J?  ■■'■  ■ ' i , ■ ^'  (T'' ' * ■ ^ '■“t^\  V .'V':  '.  ;(if.;  1 

.!•'  ^ ' ■ ' i‘'  I’l  v’  ' ■ ' ’ '•  ’?  ^ 

..'  B •■i.*T%4.  sUi -!■;.:■>  W’* 

• > k'  <j<  lit  ' . . - . ’ • 4 . . .14  & 4 « 


• « ".■‘A','^'.'  «■  ..-.'i  J,-.  , 

■ *••  ■^■^■''  .•  ‘.1  '■'  ■'-•■.•  '■'  ' ' '^  , r . .,  , 

• “fr  ''  ■'  '■  ■ ■ , ''■  '■'  ■V*,'V"'  '.  ■"  ‘ ’ '■  .-■  -■■  ' ^ -■ 


,,  ,.  ri'ik.p 


t. 

r^'i, 


►if  «r%w; . 


; KX'  : Vo.;  »‘- 


. Im,.  ■Mi‘' 


■ ,i  Ci|\.' 

■;'  ■ *»:  ' ' ■ 
f::  , ■ ■ 


i V j,  ...  %ij'. ^ iWr '^- 

'alj? -.«,*-'•  <t  tW  • .ai 

'fA/'  ' ■;  ^'  '■  ■'■^■ 

:-..y  ■^.f 

-I.'  ^AVV>;  lA  •■■•^-■'  , .V4C«J««'!!..>,'V 

v-wttf  *. --.V-  ‘J  ■ '.  :£i;  ,<.tA  -:r|..  <te^. 5.^ 

r •■'■•  » • IK  ' « '"'"•  ' • 'i 


‘j:i*  lUf  ft  ir.'i?? 


in  d^fiToe  of  dlffioulty  vdiioh  xaolse  rooord  Bocarod  on  one  book  not 
Btriotly  ooaparei)lo  with  tlio  rocordo  seoiired  on  oaotiww  reen&inr,  ”bo<^#  In  tlw 
Courtis  Siloitb  lioading  Tost  on  tho  ot!wr  Imnd,  tiie  eub.jeot  mttor  is  abeolutoly 
uiiifom  for  oil  th©  pupils* 

ay  usinjr  & fairly  largo  nuti>«r  of  dlfferonb  graded  readers,  as  tlae 
pupils  did  in  this  oocporineni,  tiie  sooros  nay  be  sedd  to  ropresont  tl>e  rates 
an  tl»  averac!®  "^ypo  reading  mtorial  for  tiie  portioulnr  grade*  It  ie  true 
that  in  any  one  olass  tlie  rate  of  speed  would  fluctuate  soaiDr.'liet  on 

aooount  of  differences  in  degree  of  difficulty  in  different  selections  in  tjie 
8o:»  reader,  asid  also  m aooount  of  clwsgia^  reodors*  Tlj®  largo  eaaunt  of 
Liaterial  w!deh  ti^e  training  required  to  road  jiado  tiw  using  of  rmry  readers 
Inevitable*  In  soao  instoiioec  tJio  olasa-oSiru'ts  give  t!ie  nceses  of  tij©  reading 
seleotlcsns  idiioxx  were  eriployDd  on  t!i©  deys  in  nhioh  the  clasa-avorngoe  in 
rate  vroro  nade*  This  servos  os  a sort  of  oliooil!:  on  the  rate*  It  cx*plains,  in  a 
nudbor  of  oases,  considerable  variations  idiioh  apr>ear  In  the  o ass  average  froa 
day  to  day* 

Clianges  in  the  degree  of  difficulty  of  different  reading  oelootions 
are  coGwwJint  of  a distxirbiag  factor  in  iraoosuring  the  gradual  growth  In  speed 
for  a single  oloss*  T!iey  or©  moh  loea  of  a disturbing  faotes’,  Iimsevor,  \shen 
tlie  average  represeixts  not  the  luean  of  a single  olasG  but  tlas  oentrol  tendenoy 
of  a fairly  large  nunber  of  olaoces*  In  otVM&r  v/ords,  incroases  and  dooreaoes 
In  degree  of  difficulty  ox  0(  lections  tend  in  a go’^erol  Tiay,  to  ©cfualis©  eooh 
otlier  eiien  the  ocvev&c^  refloots  the  perfortionoe  ::ade  on  a large  nunlxer  of 
different  seleotions*  An  illustration  of  this  point  rioy  b©  readily?’  liad  by 
oaaporinr*.  tlie  ourvo  of  progrosB,  say,  of  a single  fourth-gi'ado  olasc,  vrlth  tli© 
curve  of  pro-rose  of  all  tlie  fourtlx-grodo  oloaeos,  as  shown  in  tlie  oce3jx>Bite 
Orof^  3CII*  The  latter  la  aeon  to  be  laioh  »i0otlior  and  nor©  rerpilar  In  its 


pro'Trcsa* 


!j£ie4  ■ \ >•* VUI;;.  • -.  v»  r 


C'.''.'  :,M  £■:- >i  "*«. ■ ' iS^t* , ’Vf  ■> 

*■'  X'  v5 'sli- ‘*''  'i^- 


■ .\^'- 


^ .«  ^ *•£ 

^r.r'sws  4fvV  v**’‘'‘<^**  ■ 


t . ■' ^ Hi;-?  ' f iupt  ■ ■ i.r 

•:...,.  ....  -v»  0.?4»r  '•  tjv';  .-‘  Vitt-fti 

V ■'  (*i  V .•••t  ^ : 


vr 


*:o ' ?■.  . m 


•'‘l-i 


-»1  #/ 


tiSUV'i 


^'V  ' ' . 

■'’XV 


i ;• 


.V- 


i/*r, 


I S. 


- ti'is  "w 


J'.iS' 


* V •'  •■' 
Ja. 


• i?  %■ 


V-  <Vw 


' -X 


'■  ' .iw  *':  ■ ■'  ' ; . 

V •»,»  <,'  l.f.  >.v”’^y  '■ 


.*;^.^.■■v•■  - ; r;  .-^v 

-l'^  ' '•’’  V*.'  ' . ■ 


, „ l;Y  “'  ‘ 'Jl  • •’‘■- 

' IK 


■*'  >!, 


* ' ' 'ft,  ^ '(vft  ,^-  U'  , ^ 


,’  : .1 ' 


-Haom  *'  X‘''‘'' 


'■A  i'.'.  •”' 


){ti>...»  ....ft.:'....-..  . :*>.S-‘.  -‘  ■■•.()>  ■ 

•r.-.  ^ ■''-  ' 


.^I». 


7^  ::'.  a ’.Wr^.  ^ 


r I^'t.‘r  .y"^^  ■■  y,  * I - t ■. 

-/  v;:*,-  ■' 


, ...  %■  . V,.  ,,...,  . . - .,.  A 

,fr.4M 


r^-'' 


\'*p- 


' :i‘  r 


r ‘ ^ 


f‘;  • '.  .u  ' •*  a4’..4fe^V*;iiv^.,  yvV-'^  '^■'■*"  ’^" 


,%  . ’ ^ * f-  ■"  -vr 

'H  "if.  i- 


r“  V. 


■•  ■ (» 


.1 


■ V 
> \ 

» 


■ f 


r.  oKiavaH  aiavu  i' 


I*® 


V 


c 
s 

M 
Ci 
c 

^ tst 

•sc. 

C M 

»-«  V" 
E O' 
IH  C 
-«: 

» E 


fe 

fi 


c 

»•< 

t 

C- 

o 


R M 
K E 
cr 


u. 

c 

M 


H 


Pu 

O 

X. 

s 


r' 

u P 

•*- 

o 

c 


M 


«c 

< 

f- 


04 

tn 


& 

o 

o 


a ^ 

W i_i 


<a 


<a  m 03 


00 


• *-♦ 


1-4  »-<  cH 

• <M  • 

«-l  r-t  O 


vS 

P 


o 

s. 

e 

ja 

§ 

z 

r-? 

es 

+* 

o 

h' 


o 

ri 

at 

"p 

o 

S-« 


15 

z 


I rfj 

• ^ 

CO 

' \n 


e-  f-4  CO 

♦ to  * 

Cd  03  <2 

krt  tf» 


«C  r-*  r) 

• • o 

tf  O r-l 


o 


<• 
o 

<*  kil 

<»i  CO  r-« 


wfJ 


«3 

c 


fiC 


M 


•*» 

« 

5-« 


f-4  r-4  "O’  VC  l>-4  f'J 

• •O'  • f*>  • 

CD  If  r-4  <•  r-<  X 

CO  »C«HIO- 


Q Cl  C“  00  O 03 

• • rj  • O • 

X O C'  ® 

CR  X r*l  ffl  r*4  V£. 

r-4  r-4  r*4 


•;o>  O «£>  OO 
«i  • • C4  • 

0|«M  vf>  ^ <U 

O!o>  ?>  r-4  CO 


0> 

«' 

e 

E- 


^ 2J  >r 
Q • C»  <13 

^ fO  CO  «/3 

<r>  CO 

CM  l-« 


o w t“  o 

• • rH  *1^  • 

o w C4  tr> 

CO  £«•  rd 


p; 


O QO  *<•  r-«  O 
« • C»  • fO 

<■  »H  C-  CM 
<•  CO  CM 
*-4  r-4  rH 


CM 


O 


e 

•o 

u 

9 0 

JC  P . P «-< 

^ nc4c 
Vi  • © 

O <M  4^  E ^ 

ifj  *rt  C 
O rM  >»  O 
4>  «■  O *H 

© P © P.  «B 
Pi  *rd  M P 
3 ® « 
tt  to  C E 
j2  B ® O 

P •«  K J= 

4>  0,« 

•Hi  P*  S3*c^ 

••  ® © p*  0*r4 

© fc.  Ci>  o op, 

34*  *«  . 3 

X « 

53  © *3  O -H 

X.  U ■*>  Oi-4 

>c«  4>  © S X o 

© JS  P 4»t, 

o V*  V 

P O f>4  © "C 

• X 00© 

B t£  C-  +»  *0 

C CO 

•rf  r4  •00© 

© B bl 
O B © B -t> 

ic  e 

e ee  B <H  • 

p*  © © .fi  P 

© X © 

> ltd  pi  »-4«* 

© © 0 ,4>  *<<1© 

X 3 Qr^ 

© :Pr4 

X o 

^ 4>  3 

© fiC  X c-*®- 

to  w-^  V*  o 

B 4>  £?  P<r^ 

® *-*  C +>  O 

Tk  « O fi 

C Pi  OC 
O t>0 

• e B B E 

vp  o o W4 

© 4»  © CP. 
BP  p V*  © 

•43*0  P 

rd  C .C  -P  0*5 

CJ  43  Vi  4»0 

X o « 

P Po 

P © O B X 
3 P V*.  © O4J 

b wi  > X 

V4  V.  © +>0 

tC  4S 
o © al  ••cc 
X X p V^^x 

fQ  tC*  Ci^ 

Q O > 

• C X E-  030 

® -H  P ® 

^ o t; 

X © irt  C 

rt  (T4  • 4»  OC 

4>  O P *r<4^ 

C 3 5 

© X *0  Ctj 

•rt  O VD  O o© 
X o C“  X* 
V X(  O 3 

c © C P 

V<  ^ 1-1  O C© 

o 4»  o tSiH 

BOO 

t£  © o m o*< 

C X "rt 

•H  4>  n 6 P * 
•e  c X 

© v<  © 43  ©“O 
o 

p 

« 

© r4 

X *>? 


« 


OX  X3 

© B >*4^ 
P O « 
P ■ 

g w» 
O • 13^ 

OX&C,  Px 

0>  04> 

P * 9« 

f-»  iT)  V> 


U < 0 S>  <J0O 

4^  1*^  - -!? 

• 4>  5 ojx 

3 rH  O <»J06 

•>4  © • • -H  CM  3 

r4  V © « O 

•ri  C 4*  S ®P 

• 3 © -HX 

e E C X i~ 

«H  Tl  • © 

*•  s «-< 

© P «H  • 

p p e w-o 

K © O 34J 

© p V po 


13/ 

MKJ 


KFTHJT  OP  TI2S  TRAIKHIO  UPOR  TSIE  ?MV.  mi  OO^tPreiinGSiOII  AB  DPOTi- 

BY  TilB  COTI/T2S  YKSTC. 


1»  Tldi-tl»Ctri3tde  I\iplX8» 

Tabl©  VIII  ehows  tt  rsxtlior  r<»ml5ablo  sain  in  ratio  for  tlie  o:cpwdrJontal 
tTuplXe  in  btro  third  grad©  olaeeoc*  '•'rcK.i  id  overaf^  x*at©  of  1S2#X  per 

at  t’/w  beginning  of  tlio  ©acpoririont#  the  amrag©  riao»  to  239  • 5 'mr&s 
after  cno  uonth  of  the  exierliaeatal  training*  At  tlic  otid  of  th&  tnjo  raontlys; 
of  training  tl«  hi^  ctVGroQe  of  238.0  t/ordo  par  rdnnte  ie  . oocl:iod*  i’bo 
avorac©  rote  of  tie  ^oontrol**  pupils  rdvanoea  137  ’mrdM  per  rdnute  to 
133«8  after  a nsonth  of  tie  eaivontional  t»<ark:  in  roodi:^.  la  tise  oourao  of 
the  nert  laonth  tie  rate  liae  advanoetl  but  eix  pel'  niauto»  reaching  a 

final  f(v«ra-go  rat©  or  109#3  per  xaimoo#  Tlie  awerage  gain  of  tise  oxporiaentol 
puplla  in  rat©  ie  r.«r©  t2«sn  tvdo©  tlie  overage  gain  of  tlie  ^control”  group— 
100*5  'wordB  per  rdnut©  no  oontraated  tdtli  52*7  Terds  per  rjimte* 

V/hat  ’was  tie  effoot  of  this  acoeXoratlon  of  tbs  reading:  pace  upon  tho 
oceoprebension?  Beginning  vdth  an  average  indoK  of  cCKjprehoneion  of  7o#4 
peroent  tlie  scoro  of  the  eoqperiiio^tal  puplle  riaos  to  70*o  poroent  after  on© 
raonth'e  training*  At  the  ond  of  th©  cooowtl  OiOntii,  it  has  rsountod  to  02*8 
peroent—  a gain  of  6*4  percent*  Th©  increase  in  rate  hae*bliereforo*  boon 
acoo::^;>a7iied  by  an  IncroaB©  In  ocsaproher.elon*  Tho  "oontrol”  pupils  began  ulth 
an  evez-age  index  of  76*7  pereont  caacl  at  tlv©  ©nd  of  t'^o  iuontlis  oorn'cntioaol 

e 

work  In  roadlz;^  liad  dropped  to  74*S  pm'oent—  a docreaoe  of  1*1  poroorit*, 
Ooneoque  itly*  the  final  eRrci’a^^e  gain  of  t!io  exiseriiaental  pupils  over  tli© 
control  group  1©  33*G  'words  per  indUiute  iii  rate*  fond  7*5  percent  in  oociprolien- 
8 Ion* 

A oloaroi’  undor«tanding  of  the  way  in  tdiloh  reoords  ivor©  oesoDblod 
and  ooriparod  norliapo  r©  ulreo  tlmt  I aJzould  again  refer  to  tlvo  uyeton  of 


• - 


> : 


^ ■ t ■ 

- •'  X.‘'' 


■»n 


i£^'- 

l>  ■■ 


t'i  f i *;0%(  ^ ; c'>-  :»  ’ 

> . ' ..n 

-■ 


: ^.'  >,1- . ',  J (“a>  '■’  ^ 


'SO  ■'  .4>-vv  »...  .'.’“'^v.  •"  •■'Hiui  A'  •# 

. ..  , • , ' "■ 

\ , .- ..-T  ■ ■_  j ■■  r-if  ' ••■>;*■* 


• f 


f ' I'  > 

,^-t. 

’■  ■ < -■ 


» ; ; ,’S"'  -.v 

»■ 


.'J  £L|Mt  5 ' 

'■  7} 

- ■ >;■  >■.  •'<>"  ' -"■'t  ^4'  ■* 

-.,  ■' 

.i  ?•.:*•  J^’-.  ‘.'.’msiffl  -llH  -IFS'li* '«SCtt 

— , . ...  .,.,  ';  •,■1  '(..I  :‘|'^,  i ‘ 

II  . . ■ . ' .L  , ft..  1'  ^ ■ 


4i- ' . V'.  U" 


< ' 


'..  .'  }■'■  ^'' ' 


? V >*■  ^1  ^ \ 

‘■y;^i§ak>  - '' 

.^V  ' ■■  >.‘'  ■■  > ■ ' 

'i^  '^  it“'  ' 

f ' ■ 


:: . :•'  : * -h  ‘ imi  ' ' ■ --  u.'  J -’ 


■»^ii 

■.  ?■ 


'I'  X'' 

■'  » ■ 'l 


- ... 


; ' ft  ;■  .^VW.'  ■c 

' . ' ’u  • 

. ' ■t  ti  t y. 

• ? 

isk  M''  ■ 't  *;•• 

•■•♦  • t - ’. 

. ■ ' • w J: 

V ' . F.'; 

; > V'  ►* ' *;  ’ 

■ ‘ • ;.  r.<' 

’r  »"r  ' i “ 


4 


.V  . 


,*7^  tip' 


'f  ■ >/■ 


v'-,*5  'ijfc  'jNi;'. 


i'.:-' r\\!t  ■*-■•>'  "ft' 


CT. 

XoT 


tabu:  IX.  Cn»tT OF  T!»E  KUWBFH  OF  PUPILS  IK  TflE  KXPSRI- 
MENTAL  (A)  GROUP  ^0  SURPAnSED  TPSIR  OORHESPOM»1KC  PUPILS  IN 

nm  CONTROL  (B)  GROUP 

GHAOE  III 


Test  1 

Teat  n 

Test  III 

Hate 

Com. 

Rate 

« 

Rate 

Com. 

Number  of  A equal  to  B 

- 

2 

1 

m 

«» 

e» 

Number  of  B eurpassing  A 

7. 

8 

3 

7 

4 

9 

Number  of  A surpassing  B 

9 

6 

12 

9 

12 

7 

Croup  Superiority  A over 
B 

2 

ea 

9 

2 

8 

ee 

Croup  Superiority  B over 
A 

2 

m 

m 

m 

2 

Final  Superiority  A over 
B In  per  oent 

1 

1 

J 

L_ 

To  illustrate  tPe  rofidinj?  of  Table  IX,  the  fourth  line 
shovinfc  the  Croup  Superiority  A over  3 la  rear!  thus:  In  the 

first  Courtie  Teat,  the  gmup  superiority  of  the  experiwontal 
(A)  pupils  over  the  control  (B)  pupila  in  r^^te  is  2 pupils;  in 
comprehension,  the  ’’control'*  group  oxocIb  the  ©xporimental  by 
2 pupils.  In  the  aooond  Courtis  Test  the  ejtpcriraontal’s 
superiority  in  rate  is  9 pupils,  in  coi^prohenaion  2 pupils.  At 
the  end  of  the  training,  there  are  12  experimental  pupils  sur- 
passing their  respects vo  individual  control  pupila,  ’•Jlle  fj^ir 
members  of  the  control  group  surpass  their  corresponding  pupils 
In  the  exporinental  oliiao.  This  loaves  a final  no+  group 
superiority  of  eight  for  the  exporimentals  in  rate,  as  against 
a final  net  group  superiority  of  two  for  the  control  section 
in  comprehension. 


N'.' 


' '■  ^A»'.fs,:.3UM  V *' 


*>(;>■: 


f-  R 


' \ ?r.r”'H.f.  MXit'‘  t).>^?ifri»ir. 


,.<»4fSa^ 

■ ‘^,  . " - . rt-T.  m/r^Bn- ■ .•  : _.  ■ • .. . »^.  .*-  .•  . ' 

■ ’-:-'v^'l^5Sf«i<»  . 

“■’■■  ■"  ./4‘’  « i ♦ 1 E . ',;  a ,j?  Ii,jit*i?^i»vf«t0,^\6i#<^«^- 

"'  ‘C^.  'p 

-V..  Sif  > 


r 


kj^0  '■  •‘i'fei  ^ *»■* 


r!l;c!. ! ri^Sri»ii  ii-li, « i-'Si* ’■*^;rrja 


■'*-<-*'ili?<^ 


n 

xtro 

130 

X>airlr^«  It  la  tc  ba  uaderetood  tht^  tlia  52  children  ctmetitutin^  tlai  two 
tliird-grade  wore  arrtuvjed  in  eiacteen  isaire#  oaoCi  pair  oonoiatii^^  of 

on  pupil  tmd  a "B*  pupil®  T!i©  clstofm  "A”  paplle  tolaen  togotim*  ooiisti- 
tuted  tii©  ”a”  tiio  Rlactoon  "B**  |Mpile  talom  togotlior  oonetitirtod 

the  ”B”  (proup*  ”A"  ip'oup  tau^lit  Ijy  tlio  exporisacR'tal  riothod,  tb© 
gro«p  by  tlw  uouol  laifUiotl®  The  pupils  were  paired  on  a basic  of  t!^ir  rate 
scores  in  tlio  firct  Courtis  tost®  /vftor  tao  second  saisfl  third  Courtis  teste 
!*ad  t)oon  applied,  all  reowds  of  pupil*  ware  rejected  if  t^ioy  wore  :'ot 
present  at  all  tliree  of  the  tests,  stnd  no  pupil's  rooord  was  li-icludod  ’onlos# 
the  odapoiiiim  in  th©  ”poir”  was  also  preso'.^t  at  all  the  tests* 

In  Table  IX  tli©  resolte  of  tli©  riotlsod  of  individual  otM"*i.rol  ate 
shown®  liero  Uie  «voraj;;o8  are  reploood  by  ti»  nuefiior  of  pupils  in  on©  sr®«P 
\dio  surpass  tiioir  oorroepondinG  pupils  In  t5^e  otlnor  ^jroup#  Tho  results  of 
tids  saoihod  o£  oontrol  arc  Ifirgely  corroborative  of  tli©  roeults  aa  cheswn 
the  avoraf’o  eooree  in  Table  VIII®  Tilien  rochiood  to  a poroonta^e  basis  Table 
n eh*orfs  a firuU.  not  superiority  of  00  percent  in  rote  for  the  esporiraontal 
over  the  control  group.  Tlio  ap;  erent  s^iporlorlty  of  ISj  poroent  in  oottEaro- 
honeion  for  tlie  control  oeotlons  over  the  catporijaontal  pupils  is  disoc.intod 
by  t*no  foot  that  tlioy  ctarted  with  an  initial  f^rcup  eaper-iorlty  of  two  pupils 
or  12-i'  poroent# 

Tl»  ntanber  of  tliird  gsad©  pupils  wiio  \vcro  mtohod  into  pairs, 
one  boing  in  tJio  oxporlmntal  olass,  the  otl»r  in  tljo  control  olaco,  is  too 
'.•agro  to  justify  any  init  tb©  most  tentative  IdLnd  of  cmiolusions®  T!i©  pupils 
wiio  ourxlved  the  natcHing  pvooosa  wore  evidently  tli®  recrc  oajmblo  on©c,  t\nd 
oonsefTUontly  their  porfon.ie:io©  oan  ooarooly  be  sfdd  to  bo  typical  of  tliird 
grade  rupilc®  TIio  rswilte  do  h.cmievor,  tliat  third  fTodo  ox{3orii.iental 

pup.^18  profited  notioeaoxy  by  tl»  training®  TJio  ocvorcig©  rate  ox'  opood  wiiloh 


'■  ><■ 


•'O 


L.lt' 


(T  ••/.  .-■■': 


"5,<'  > ' .'■.'..■■V 

■|7''  V-''*',}  -n  ■'•r  V ' ' 

',  f ‘''i 

jit-r  -vr 


P" 


V 


' ?' ■■  A’.' 


•|  - vJt. 


« .# 


.*  r ^ 


.Hltftf 


V ^,.  ' ■•  ?S 


•i 

77-  ^ . * * -'  -F 

»•<  - 

*''!r 

^ r. 

. .^.  i/ 

.)»  f ' 

-- 

: ■ - /;  .'<■  ‘ ■■■ 


■'  ■■■  K,‘'v%.-,  '•  ■-' 


■■'  ’'■/*!<?»  •V'i^.'f  •.  s'. ' X ?<v  ? . 


fy 

A' 


X-  *■ 


i>  /'V 


ati 


.’s 


/V  -V-f' 


i: 

Vx-v' 

' V.-‘ 

S^^' 

',4.  ■'s:  ' 

<ii'C  tv-  •■'-f  f,'  ■ ■--  lA'- 

-r^-*'»,  tJ">  7'^ 

» 

■ -J* 

V 

y ,*i^  M 

-* 

. ■ «• 

•,  M. 

.*.  • 


• • • • . 


'T 


,:  •;^:^  ■'■  • ' ■'  . ,^?v'  ■' 

'■  V:;S,  ■- ' . 'f 


•^-4U 

■ > 


■ ' ■'  ' ' . '.'  . ' V;  "'  ■' 


i£U^  Ifrt 


^v;. 


.' ' 1' 


•■X,.  ; ■ ,;  V-.  , X • ,v  ■ ' . ' '■;  - ■ - ■ - X '"S.  -X  w 

|jf.j;>^^/  sf'T  \ 'K'V  'V/r^r  i •%'’f  ^ :.fT^'v  ^ 

"■'I  ■ . ■■  - .'.■  «••  .■■■  s<v  . !»•••' « f 


(s  ;•  Vv 

j .'<}>  •••" 


’'.,^5j.-.-/..^v;- 

■ ' ■ ' ■■  '•  *■■■  ’ '''■;::i^'i''v.  ■>, :,  ;••;  • : -.>h  ... 

1.  vi-.^‘’'  > U>t;:  *•’?  kitr.  ' 4 


rH^ 


W’  'i  f ^ 


' - ■■' ,'/  »j,.  If  •"’ 


r-  7>' 

■ .S  ",  I 


TABU5  X.  CW'PARISON  OF  THE  RESULTS  OF  TIffl  TRAINING  IN  RAPID 
SILENT  READING  WITH  T»’E  RESULTS  OF  THE  CONVBJJTIONAL  WORK  IN 

READING 


134 

1 '■»n 


0) 

m 

c4 

*-i 

O 


tU 

s 


o 


0: 

< 

e 

c 

u 

><^•01  «oo>oiocM<Mom«>i<n<i^e.; 

>rMtn  •iH<T>C0«CiHrMC^b>  5fco 

• rH  III  j 

CO 

B 

3 

‘nt*r-ft~IC'C'CMC0C0r-lt>-tJ'r-1lDlc! 

•H 

P 

••••♦♦♦•#4*0 

• ««4  * [ 

• 

3 

C'lnCOOlCMCMtMrO'S'CO  OO'COID  Cs.1 

n 

C5 

OS 

C0C>'W*CM«M>  ICMr-<rMCOtMCOCOin^‘ 

I 

p 

'3 

e 

CMC»*-4<T>l>e^fOrO*!}’(MO'intM  1 

3 

P 

B 

♦ •••••••♦•♦O' 

• 

P 

C 

c 

m ootnt>ir>CMrMco<Mtr)'4*^ 

' 

F- 

0 

1 i rH  rC 

. 

0 

lAro'CO'  eiHcoPmcMuifr- 

u 

P 

• •••^••••••CM 

» 

CD 

3 

oolocoo  •comc'ocoinino 

43 

nc 

*'fCMPt>i-MCM|>Oin  ICOICO 

B 

rM  P O'  rM  rH 

2S 

• 

CMrMOOOCnpr-lcrjC'.rMO'OOr- 

til  m 

» <y>  • 

0 

Ot^OC~’M*CM'ifOOfnO>CMCOO'eMCM 

C/ 

0 

e-c^o30coocot>cos~i>t'C'C' 

o 

cs 

E- 

e 

CM'M*Crj<‘l>OW'0>'DCOOOCM«OCM 

p 

• ••  • •••  • »C0  • 

W 

v'oocMvspc'cSf-ioci'coeMcavDco 

M 

i2 

CMlCCCt-mM3cOCJ'^»~<'*j*CMOOm<tf* 

M 

CMrMiH#-|CM*>CtHrMrHI»HCMCMH 

p 

• 

C~^f*'OeMCMOrMfOrHr>IO'COcO 

E 

• ••■-••••••••Cvl' 

CD 

0 

o»^C''OuiCMincO'<i‘r-«in«:  «-i 

0 

ccmt«oicooooococot>*no'co 

ej 

lHO••^CIO>tMOO«C^•Ul^n«)■M' 

p 

C3t~<’r>la}0OCMt^(5'C»incO'C 

cS 

fOCMe-ocr.  co'a*coO'M'ioi>co 

CMCVlCMCMCMr-ICMCMIMrHCMCMCM 

• 

mf-icHcoiniHifii-imo  ^ 

0 CM 

E 

•••••••••• 

ui  • 

0 

otvc'vC'»}*#-(C0fniHin  uica 

CO  CO 

cc 

c:? 

t»C^e~C000t~t“Ot'03  C30t> 

0 

^.oi't^O'uiiHcoO'^'  CMin 

'ff 

> 

p 

• lT)« 

• 

w 

d 

tCCOO'r-ICOoC^OO'l'C-*  ICfft 

rM  CM 

M 

DC 

•i’«'CMlO00lC03»^OCM  OCO 

C-  Ul 

M 

<MtHCMPCMiH«HCMr>lfH  CMP 

Ui 

< 

P 

• 

cMtninoovco'»noijcoin  »hcj 

s 

<c 

E 

• •••••••♦•  in* 

cr 

CD 

0 

C0*C*'0»H«H'^CM^Oin  CDd 

f-* 

0 

'C’tDOOO'OOC-OOCOCOfr'  COOO 

©I 

0*nc-i'tf'rHro<'inc'0  crci 

■yl 

mto»c»inin'ti‘'0'*j*CMo  co«h 

•Hc'iHc^e^Okncj'cm 

1 

CMr-<cO«HCMCMCMCOCMiH  CMCM 

e 

Cr-^n«-^OICOlnr^<MC'iC>lCO!^»^D 

0 

E 

**••••♦••»•  ^ • 

w*  r4 

8 

cocMoo'C"'tcoofr*W‘'OinrMc:i 

P T 

03 

0 

^oot-cot-c^coa3t^co*c  lyiC* 

« 

e»|>CMC»COO>C'l(-l(ilO'COPr-l 

0 cc 

p 

•••••••••••Q» 

« 

’M'CM^J'oO'ptrooict^rMSiin 

fr- 

xc?coinoc^icc^(r}intMcx3ih 

M 

P Pr-ICMrHPPP»-»*HPrM 

P 

OCO'(iro'CcocJ'OC^<?'Oao%t' 

0 

E 

**#••••••••  • 

C 

,9 

P'Cr-lO’^^'CMCMOOOCMPt'- 

E- 

0 

soot>cci>e>*ooooootC'oc»b~ 

c 

<’t^Oc*>coco^cointMro»Ht- 

rH 

•••••••••••t»» 

r-« 

3 

TO'*3ot'Vf‘t~ooc?*cor5cnm 

03  (0 

cc 

xsoincoo'Ciot'inrrcjccLn 

o 

A 

f 

Pr^Pr^CMPP«>lrMr-(iPPr-( 

p 

si 


VC  fM  00  o CO  CO 

CM  rH  C\l  CM  rH  CSt 


O 

o 

Xi 

o 

to 


12  § « « 

tS  S <H  s fH 

•d  C o p o +» 

p W 55  o tio  o p 

^ c « o oc 


o 


■M  ' O CO  00 
CM  01  iH  CO 

CM 


m +»  +• 

-f>  to 

■t!  •d 
c « K » 

«>  03  ffi  (d 

o M a.  o 


■*» 

’6 


8 


ci 

•J 

o 
o > 

tL< 


to  e 

► 

o 

<;  •< 

•rt 

U 

o 

*r< 

S 

o 


5 


fb 


(0 

«s 

■H  « 

° t 

H < 


O 

CC 

eij 


0) 

43 

65 

t-l 

ca 

d 

s< 

(U 

s 

B 

(C! 


» 

« 

■P 

B 

•H 

•O 

O 


«0 

•H 

K 

«> 

iH 

43 

«S 


O 

X 


M 


oj  m o 

lf»  \D 


O'  CO  04 
CM  CO  U1 


o 

in 


m CO  iH 

in  ui 


I CM 


CM  m CM 
CO  e-  m 


m rM  CM 
lO  01 


I o» 


in  t»  MT 
in  m 


I r-f 


B 

0> 

o 

u 

Q> 

o, 

c 

•H 

m < CQ 


m bc 
c 


o 

■P 

rM 

C0 

3 


•H 
«9 
« 

cd 

B. 

O'  3 
O ID 

< m 


o o 

u u 
0 o 

43  45 

s g 
3 5 

12:  K 


o 
bO  > 
c o 

•H 

n < 

« 

oS  >> 

P.  P 
Si  -H 
3 U 
CD  O 
. *H 
•«!  P 
O 

^ P. 
O 3 

tn 

p 

o p 

43  3 

SB  O 


P P 
0)  ® 
> > 
O O 

m < 
>>  >J 

p p 
•rt  *H 
P P 
o o 

•H  *rl 

P P 
O P 
P P 

5 3 
to  to 

P r-! 
3 OS 
O C 

O C*0 


Table  XI  is  to  be  read  in  the  same  manner  as  Table  IX 


I 


Me 

135 


thoy  finally  o'bl.ainodl  io  far  in  axooes  of  tii©  stasKlai'd  rat>o  reported  for  t!iat 
grade  tsy  any  of  tlia  autl^ore  of  the  vai'louo  eteuidarlKed  readlnr  teats*  Oiring 
to  the  eesall  nuiahor  of  third  grado  pupils  pm^loipatii^  tiie  ©xperinait,  t!» 
writer  will  rofraln  ftroa  oocporlng  tiiose  results  with  tl^oee  obtaijv5d  In  the 
c?ther  grade*  tdth  a !smoIi  larger  ra&jbor  of  pupil*. 

Z*  r-Vntrth  CJrado  rHiolla* 

In  Table  X aro  ehown  the  enrora’To  esoKnree  of  11  foterth  gmlo  oloeooo. 
The  total  n«al)er  of  pupile  is  23G#  The  avorew^  r«t€;s  of  155.7  ^^srdu  per 
rdnute  for  the  expertoe-Atal  group.  «nd  of  1&6.1  for  tlio  oc^rtrol  pupils,  slicw 
tliat  the  two  eeotlone  start  the  oxf5orl»iertt  with  praotienlli*'  ©t^iel  trofioienoy 
in  rate*  In  ooiw.  rehonaion.  the  two  groups  are  alao  olosely  mteciod.  Uso 
oontrol  pupil*  leering  on  enroroc'o  Inde*  of  78.6  poroent  aa  o<js'i|J«u*ed?dth  77.4 
percent  for  tiie  eaqjoriiaorrtals. 

fter  on*  xaonth  of  training  in  rapid  reodltig.  tlt&  ex^jeriTjeTtcl* 
have  rocioliod  on  £Evoraf?o  rat©  of  241.9  &»  ooRSf^red  v4th  for  tl^  oojstrole* 

In  oorspre'  cnslon  t}*^  iiave  noro  tlwn  Iwld  tholr  wm,  to  an  averagjD 

index  of  81.2  ae  oodpared  with  78.0  for  tlie  oontrol*.  At  the  end  of  t2?e 
eeoo:id  zaonth  of  training,  the  nverogo  I'ato  for  tlio  coeparlsien^.ftl  io  258.4  tsortl* 
per  n:.nute  as  oont,r noted  ^!^ith  108.2  for  tl»  oontrolo.  The  wrorogo  gain  in  rate 
for  tJjo  two  nontli*  i*  80.7  wordn  per  rilnuto  for  the  experloiontale-  ao  agalnet 
33.1  for  the  oontrolo—  an  avorago  eujxMriosrity  in  gain  of  47.G  fos’  U»  oxporl- 
nentel  puiiile. 

The  Btory  told  in  Table  X i*  very  largely  ref  looted  l;y  Table  XI. 

At  t:o  beginning  of  Ui©  exporinent,  the  two  groujxi  displayed  pra(?tioally  ocjoal 
ability  In  road5.ne.  Tiile  la  notiooably  *o  in  regard  to  rate.  Out  of  110  rxiir* 
of  pupils,  tliere  aro  0 ^ viilob  tJw  :?<jofoo  of  tiio  two  pupils  are  oxaotly 

the  csaT*,  D7  pairs  In  whtoli  t!;e  ©X]X)rln»o?Tiiol  pupil  is  a triflo  faster  tiian  111* 


f ^ i u • 7; 

'•  '‘"J  •'  ' •"',  ' •*  • ''^ 

' .tv...  . .?,  • .t  V't  ' ' iii  ■ . --^J  ^~y.  ‘.^  »?4> 

■',i\.  ..’>;(.  .•/•'*■ " .:i  *"*'.  'f  . ' ■ 'W. — « 

. ; i'  • _ ' 

,V.*.^  !..v  . .MV  r^’- 


I V'  ’x'  ( ' Y'  .'.  ,.'  >1  •■»■  , ■ 


',  k-i 


> . 


v;-:{v  . -'-^.A^''  ■ nt',  ' 


>v  ? Y -I  / 

\o  ’ . -i  ' .<  ' ■ . - « . 

lii 

. ./wV.r,_A  ''H,.  ’• 

■ J *i',w  '.  ^ - i"V  . 

■*  '*  ’ ■'  -i'*^  V <1  ^ ...  ^ 

: '**.  ~n  ‘ 

V#  -.'7 

J ■-  ' ••■  V.'.-* 

■ t 

i 


Y.  ' 


'<  f .','  ,'  ‘ v.*-  .*•.  i,J-'i’>.  ’■*.  > 'iV'. •*;'**• 

t'  <•»*., '^.H.  .*•  -^1*  M*r%  ■•>  »!  • 

'»>  T ' , K'  V • , y 


■■*  "i  ' ■»  K’*!  •^5^'i  **.<♦■’?*  *’> 


•(  *.'••'  ' jy.'  . •■  ■ ■ . ' Y ■ ' ■ ' ■'  '■  " ' ■' ' 

M '•■'•■■  % ’ ■ ■ iM-  . : ■••''  . . :■.;'  i*  ».  ■ I . . • 

, ■ ■ ' ' '"  ..  '•”'.  ■■  --^  “'  J^'-  , <■  . t 


:r 


. ,‘  •■•{;. H'.-O 

f ' •-  > 

. 4" 

^ K,'  * * i'- ' . p ' 

7?jtV ’•■{;  t- 

) ■ 

m;  '^'  ■ : 

1 , - .‘V  ,,f»  ii.V'  ^ 

“’  )'  ■ ' , ' \ ' 

i' 

'..  )h}  f.  > •;.*«■ 

! ' >*;■'?■*  ' ^’y 

V.  '.  ■ 

n^:>  ■ - 

( ; j; 

*'1U/ 

, V ) 

• *.  *!•'  •'  '•k»j  i 

■ ‘A}  -'  ■ V-  Y ' ' !•  ‘•■-"* 

V • 

■ ■.'  V‘ 

..••"in;'.:'i'. 

1 .'ll-'"* 

<•  ■ 

t . ,.  ' ' .' 

y.  i 

■ f"'V  ■ ■ ' '.  ■ ' 

, < ■♦  . / . ..i 

-Jt  ,,>  V ' 

, 

■ A ,’  •»  ::-i. 

.1  •'t'^  * 

V ' • ' -•.-  •■.,  < , ir  ■?  '* 

N , 

.k  . ■ ’ ',  , ' 

^>■1 

- *>  . • 


c 'v  ■ ■■  ,>  ‘ '• 

'.'r^  ^ . • - . 


''c. 


I . *> 


%'ti’  t 'ivytA'  l'V.Y  -V 

■.  _ ; “ - ' ' \r-  ■ -4 


■i* 


■ '-.  .'A*' 


'• 


.T  . •■  t— ' J'  ■ ■'  ■*>  . c' 

’ ^ . . ' 'l*  .11.1  •-N  » 


1 

OV.,.,: 


■ ■" 


•;  - •- 

■,.KV 

^ 1 

.?  - 

r>^  A h' 

• V.-  ■ ur  >4,  7.  ..\  ,1  - , 

i . 

.*■  ,■*.  .1' 

it/  s 4 

'.  *;  '\  Av'- 

.1  1.'  • />  , . 

■ ’ • ^' r/r  . ■■  "';>■>  7"'“  , k,  •<•  \ •.’.■•''■  ■■  ■ .n . . C'.  -i 

" • • '■.*#•  ^.  ».  . . • • fci.,  1.  I - < J V V ..-  1 


...  ,i/,.. 


..  ‘ mf  ,)i  ? ' ‘,  . V f .„<v'  •., 


oheo!c».:>ate«  srid  5G  piilre  in  the  rarwrao  le  tn*D«  At  t!»  evxl  o;?  the 

ejcperlsientj  the  acsp^rlawntal  grofup  chcwc  a eaporiority  of  50  noroonfe  In  rato* 
and  4 poroont  In  ocsiprohoncion*  Thooo  porc«nrtftf:c9  of  euporiwlty  of  tl^o 
oxporloimtr.l  groc.ip  crvor  tlio  <»rstrol  ooivioid®  ■wi.tii  ih*j  siiporiosv 

ity  ln<UoKte<i  hy  Tehle  X#  The  tiw  rsothcK’i?  of  oositroJ,  tlAis  corre  to  oorrobor- 
ato  tho  »sct©  geiserftl  oonolneione  and  imitnalXy  to  roinforo©  eaoli  oUier* 

5»  j.^fU>*Crfedo  FHi;7XXc# 

!Th®  efOeot  of  t3i©  training  upon  the  pufdl®  in  tl3« 

grade  lo  (Hycrm  In  Table  Xlle*  Xi  inol'odc^s  r<nmn  olsusseo  canprlaiag  a 

total  of  154  pit^le*  ifaro  &{?€dn  It  tvIH  bo  noted  that  both  the  A u«d  3 

grcp^v^  csflciTer-ood  tlx?  eoqperlnont  \sith  egmal  Initial  proficienoy^  li'i  rate, 

1D0*7  for  U>o  ajCTorlmiifcrd.  a»  ootipai'od  lErtth  an  of  101*0  per 

rilnute  for  t«5o  oontroXs*  thCi  latt«p  Imro  oocastlict  of  an  odrsntE^go  in  ccc^re- 

’loneiozv-  ^*3  ae  arainat  82*5  for  tiio  <»^x;rl[r»»''vtsil»* 

At  the  end  of  t^i;©  first  rior^i  the  avorago  cf  the  A graup  I'aiS 

rreantod  to  985*4  or  o«’q^rod  wltSi  2"  5*6  for  the  3 grciip*  /iter  anotiw  suonth 

of  training,  the  eT^orlraentols  ’iovo  inoroasod  tJ^olr  load  ovor  t’uoir  choo!:->imt08 

by  reaohlng  sn  aeerag©  of  277*8  oe  2:12*X  for  t]io  ooihtrol®*  The  flrtal 

nvoragoa  for  oocforr/tonalon  wo  86*C  for  the  A group  and  86*C  for  t^io  B jToup* 

Tills  rofloote  an  ovorago  gaiji  of  n#f  uo  ocri^jwrcd  vdth  2*3  for  t'm  oo:itvol&*»- 

an  borage  suporlority  In  gain  fo*'  tlio  cWi’erim.TtGla  of  0*C«  Ik»ro  oodurploume 

la  tho  average  superiority  of  galji  inrato  of  tlu>  tss^rlr^ba^.s  cn/er  t?io 

ooTArols,  37.1  as  .K^ainat  30*2^«  mi  averaj^  cupf»riority  of  58*0  • 

A ocnpnrioon  of  Tablo  liCX  idltli  TaJjle  X aIun?D  that  tli©  ci-iount  of 

gain  tii  rote  i:ade  by  'joth  tlu>  o^portnontol  mid  control  cootiono  In  fprrdo  4 or© 

♦ Ooii^  ¥o  tSie  Tj^  t^'  lbsr“tiwr  ux  iprcji  4riBioTi  of  the  puplXc  in  tlie  fiftli 
grade  in  tlie  Pluab  Soleol,  tlio  nuriier  of  pairs  a(?!oso  soorea  in  oor^prelisension 
i/ore  recorded  ie  not  quite  tlie  scLje  as  the  raax'jor  of  rjoirs  triios©  ratos  of 
epood  aro  oot^Tared* 


V V 


N-v  ■>■  ' v-»  -^l  i^i  -^'  •*  ■-,->  ;■  ■ ’••  '■  '••  *■ 

i '/  ' ■?l- 
> ,.'  V ^ 

^ ^^4•fp'  «.r*  / „.*V  ■ ■ > • ;■  ■< 

-^Vr'.'"  /:•;•:•  y *■  -t;  ' • « > "“'i'*'  - 

i,f.  » - '•y  <<^>*' ' ■4'"‘‘^  V ' ,i, '>*>•■  (*^*^  ' J ■ "'  •»  ■^^.-^-  ^ w 


3-  ■ 


■m 


tv-.:;j  4;5->’-\.Vs('.-  4*_,  5 i'  *2«,‘'-'  ’•  > - _<  S.V  |j^ 

''.-I, 


- ^ ■**^r-  *+-  * *» 


. * , 5*. 


S<!$5^..  >.^s‘'’,'^  iiiFaSn  'ift 


:■ 


■‘i’j 


f' 

-n-  'if '.. 


^ ' ,.  ■-.-v,  ;■  ■';  ,' 


.,1  ■,-' .>i.f'’s  .'•'”;i ' 


’T  'i : 


A i. 
•^v  .\ 


; ' t.,. ' 
\ 


■'■♦is!'!' ' Vi*,';'*'.  V ' -'  6^-  - -'  ■* 


.1^  W •' .*;•  .;.c ;jvv^>-  ' -* “Sf-'  ' - S- . 3 


'■  k 1 i> 


■<•••'  ■ -,'■  , ■ , 


k*'?,. 


V.J.  , '■  . 

..fAr  f 


/fl  ^ 

t.^ '1^  . ■•-■" 

■ . •-  •■>.:  ; ■ ; ' j I 


O*  ■"  'iv:;.. 


' ’■'v,&;  " ' ■■;  .fy\.  '-  , " •t'; 


-.'V 


V*-.;;  ;-■'  ^'‘^0$  W^..'-  S 


. JtA  I*  / %'  '■>*■ 


^i. 

’.  * ' ' ,._'i  - '■  ' i‘  . ‘ 


'ifSi  'WC"-' 


V?: 


ki  ft-  W;- 


.i  . ' ‘ ■ . f T_^ 


' ■>’■  'V 

'■  ‘4**..,V^  a‘ 


,'<■•’*  *1 


’ /' 


f ■ 


Ji,  ■ ' , - li'ft*  / -itSfr*.  •, 


,rv^ 


> 


* ^ , ,-  ; "•  '/*  . ■ .''V,  ..-  •;.. 

' ' “i  1'^’’  ' ' "i  ^ . ♦ . • ' 1 • ^ ' ' ' • 1 ■*  ^ ^pSSS' 

-,  ,v  'v  : ;'  -T^'  t ^ ^ ^ ? -ffr 

,■  r- » ■*••*  * ^^  5*  - 


v> 

'ir 


. ♦.  . 
il  » ^ -’  M 


( ■ ' ’'it 

'^Tt 

. V "'■' 

>,  Cv 

r-^-V 

.->  *.^>  ;,i  * 

f . . j , v»i-’* 

- • ^ 
Jt'  ■ ** 

- ‘M  «i  • 

■ , "^  -i  . 

■t,  *»  0>\  : -iiWr 


t'lCNk 


\ aw^s,-. 


< V 4 t ’■  * h^-!,  ^ "*  ’ • ' ’ ' * ' ,^*'v 


♦ .,  * 

'r  ■■(•' 

■ • ‘ 4«u  r .j’)* 


.*>•'  V . 

, ' - f'i 


NCTE:  Table  XIII  is  to  ba  read  in  the  srsne  mrumer  as  Table  IX 


ae 

o 

-j 


HI 

» 

O' 

(«* 

9 

X 


O 

sr 

9 

"I 

a. 

s 

cf 

V 

o 


5 


n 

< 

M 

W 

t-l 


^37 

S?  "►i 

◄ o 

• «<• 

3 i- 

c 

■o 

0 

1 

; H* 
O 

n 

V*- 
“< 


> > 

9 O 
< < 


?I 

<?*• 

& 


09 


d 

€+• 


5s? 

a-  s 

p. « 


5* 

o 

o 


cntors}>-*N>Mrui9 

^ IS}  ^ Kt  IV3 


— — -4d3 


H 

w 

•1 

— 

tv 

IV 

►V  v-> 

t-*  IV 

M 

>|S| 

IV 

M to  o H* 

tO 

43 

30 

tss 

Sf 

«o 

(J> 

A 

C3  C3  «n  CO 

rv 

» 

O 

03 

• 

• 

0 

* • 

0 

0 

ef' 

CO 

IV 

CO 

-4  03  M 

tv 

9 

OS 

tr 

so 

<4  C3  -4 

•4 

cc 

a 

N3  W 

to 

IV  to  CO 

03 

tr 

o 

4 

os 

0 

0 

0 0 

0 

0 

tn 

to 

7s  -4  O tr  C C 

rv 

ro  i-» 

S-*  H 

tv 

tv 

1 

so 

IV  »-*  tr  o iv 

h* 

cs 

M 

I 

M 

■4 

tv  U>  IV 

tr  H* 

03 

4 

SB 

• 

o 

• 

05 

• 

0 

0 

0 0 

0 

0 

IS} 

03 

o 

H* 

IV 

tr 

cr 

js.  O 

tr 

33 

0 

1 

t 

CO 

tr 

o 

•4  CC  i» 

CD 

iO 

:c5 

tv 

Cw  O "CS 

•4  O 

e 

• 

tr 

• 

»-• 

0 

0 

0 0 

0 

0 

,3 

03 

M 

tti  CJ 

to 

to 

s-^  o 

to 

tr 

1# 

N3 

M 

to 

to 

H*  iV 

IV 

tv 

0> 

CO 

!V 

7s 

so  pj 

tr 

L-i 

tr 

tr  tr  ►> 

«3  W 

tr 

f 

■4  • 

• 

0 0 

0 

• 

,«+ 

03 

tr 

M 

H tr 

03 

o 

[• 

03 

S 

CO 

O 

05  -4 

.0 

03 

o 

-4 

o 

tr 

to  SO 

-4 

Si 

• 

VS 

4 

• 

0 0 

% 

0 

O 

IV 

03 

Cr 

-4  >p¥ 

.7S 

tr 

• ! 

rv 

tv  tv 

i~»  t-* 

IV 

tv 

Ui 

M r j 

tn 

to 

OC  -4 

IV 

tr. 

o 

< tn 

O 

to  CO 

to 

03 

B I 

s 

» 

4 

vs 

• 

• 

0 0 

0 

0 

d* 

CO 

03 

cn 

o 

O 

to 

M 4 

00 

O 

0 

1 

» 

CD 

73 

00 

o 

CD  SO 

so 

SO 

1-^ 

t 

• 

to 

to 

*-a  to 

• 9 

0 0 

Ut 

0 

o 

0 

o 

<i 

o 

.tk 

so 

03  tv 

IV  I-' 

ft  1 

Ni 

M 

w 

to 

IV 

!-♦  JV 

to 

-4 

03 

sO 

C3 

o 

03  tv 

O 

CO 

tr 

VO 

O -4 

O 

p 

« 

C5 

• 

t£> 

• 

0 

0 0 

u>  O 

0 

o 

e+* 

C& 

CD 

tr 

C3  O 

*4 

CC  03 

CO 

o 

tr 

o 

Co 

on 

tr  -4 

fV 

2 

• 

tr 

a 

• 

0 

0 0 

0 

c* 

»-* 

J% 

Jb. 

IV  tr 

CO 

ft 

ro 

i-» 

tv 

IV 

M 

I-*  ro 

IV 

tr 

C; 

fV 

0!. 

tv 

-4 

SO 

O 

Os 

;v 

cr. 

3% 

to 

OS 

•4 

os 

tr 

4 Cm 

0 

a 

b 

OS 

• 

0 

0 

0 0 

• 

rV 

CP 

M Cw 

O 

,9^ 

W 4»  O 

OS 

0 

I 

1 

03 

tr 

SO 

d/ 

C3  SO 

«l 

h 

CJ 

H* 

CT 

CO 

o 

rv 

-4 

tr  rv 

sol 

• 

« 

ts. 

• 

0 

0 

0 » 

0 

"3 

o 

«JS 

os 

-0 

tv 

4>- 

CD 

to  00 

0|. 

M M 

05 

tr 

-4 

OS 

to 

CO  o 

2* 

-4 

-4 

»-• 

tr 

O 

M C3 

o 

p 

e 

os 

• 

0 

0 

0 0 

0 

r** 

M 

SO 

-4 

u 

7s 

IV  ^3 

CO 

9 

1 

t 

O 

ev 

I-* 

CO 

o 

tr 

IV  CD 

IV 

o 

a 

*4 

♦ 

0 

0 

4 4 

0 

g 

o 

*4 

-4  IV 

•4 

tv  so 

M 

0 

tp 

rv 

OS 

> 

tn  00 

1 

to 

•Js 

tr  O 

»v 

Co 

IV 

•V 

IV  IV 

or 

• 

w 

• 

4 

0 

0 

0 0 

0 

r** 

SO 

o 

IV 

so 

CO 

•4  0-4 

M 

0 

o 

to 

M 

K> 

to 

*71  ^ 

1 

1-* 

o 

o 

• 

U! 

• 

> 

• 

0 

0 

0 0 

0 

H 

o» 

P3 

Co 

tn 

SO 

CO 

vs 

tv  00 

■Ji 

0 

ta 


'•i 

9 

s. 

M 

W 

M 


C3 


> 


i-i 

o 

r* 

i *=' 

h-> 

C3 

& 

o 


ta 


o 

«* 


S' 

T 

O 

a 

M 

» 

a 

» 

9 

n 


e 


o 

e+ 

tt 


C 

g* 

o 


•o 

H- 

M 

01 


tn 


HI 

> 

C3> 


M 


■-H(  O 

rs  *ts 

li  ^ 

3 

5*3  0^ 

3 


■w  ^ 

r* 

o ^ 

w in 
„ ^-3 
O O 

^ o 
< ^ 

W M 

9 

r*  > 

M 

:a  « 
o 

W M 

52  as 

> 

CJ  M 

M a 

3 &3 
M 


3 

> 

i 


13?> 

very  elni  lar  to  tJie  gains  i}«vdo  ty  tii*  experirM?nt«l  aj^d  ocRii.ro!  ?;ro^ip» 

1‘oapootivoly  in  &•  The  sraiora^  gain  In  rate  for  tiio  A group  in  grade 

5 is  67*1  ■wcarde  por  idUa^  as  ooEi^Jured  -di,-Ui  cO*7  for  the-  ocorrefij^tsding  group 
in  4—  m average  suvic^rlorlty  ii*  gain  of  t>»4  'aorda  per  ;?Anat6  Tea*  ti-io 

riftli  grado*  Tlie  o&ntrolii  in  gx’tide  5 ©ocrod  a gain  of  3fD*8  ac  agaXnat  m 

a-7«rn(^  gain  of  53.1  j;<^r  for  tl-jo  oor.trolo  in  grade  4-«-a  diff©i'^noe 

of  2»3  in  fsr/or  of  gradfc  -»♦  Oaa  tho  '^’4iolo4^  the  anrorsige  gain  in  rat©  of  tli© 
fifth  grade  Is  »^*perior  to  tliat  of  tlio  fourtii  gra<i^5i  go  also  Ic  the  final 
storage  rata  to  i%hio!c  tlia  fiftii  ;;?asi»  attains***  277>»8  "am'da  por  rdrjito  jxs 
agfdnot  230«'i  foa'  the  «S|Xsrliioa'ii^ls  in  t!'<e  fourth  gi»aido» 

Ilw  filial  iiet  8U|iori<n*lt.y  in  rate  of  Uwa  ij^iiariaontalfi  in  giado 
S error  Uieir  o’/io<fe>>mto«  ao  ilotci*3sirjod  tii©  jssothod  cf'  individuaX  oontrol* 
as  slioen  in  Tatlo  XII 2 in  42  pupils,  -his  S34i4.0  out  of  6C  p^irs  of 
\:«upii«  trtio  uero  cloaely  mtoliod  at  the  bogiicdai;  of  tlJe  csqjoriiiont,  34 
eacporlriental  pupils  ma'paRrocl  tiioxr  o>?o4I>5  yatoe  in  rate  of  rottdii;g  at  tlie  ond 
of  tbo  training,  fxs  12  oontroX  pupils  t.1io  snarpiyssed  tisolr  cox'rimix^ndiji^ 

excrortniantal  pupils  in  rate*  'fliio  loaroo  a rthal  euperim'ity  af  42  iTupils 
In  fhx'w  of  t3ie  A grrup,  or  a eupariorlty  of  Q3|  poi*ocnt.  In  oosapre  liorisicm, 
ratio  X22X  allows  a eupt^rioa^lty  cf  C popiXe  or  poro4»nt  Irv  favoi'  of  tho  B 
group.  This  latter  is  dteoountod,  1iotxn*er,  Isy  tlie  foot  that  tlio  h station 
ntarted  uith  m Initial  euporlority  of  eight  cr/er  the  A gimip*  'Hio  traii'ilng 
roccivod  hy  the  «3q>sri2jesTrt£ilE  rediuxod  thia  lead  to  clac. 

4.  SlxtI>»Qracio  hiplla. 

Tho  r©s::lt«  of  t/io  tralrJLng  u/jon  5 ftlxth«*{ySido  elasGeo  liaving  a 
total  of  128  pupils  are  sfl^icfwn  in  Table  XIV«  The  average  rate  of  li»7.8  twde 
por  iTiinuto  for  the  cxpertiisntals  ucuntod  to  28‘i.7  after  *i  nonth*c  trointngj 
by  the  ond  of  t!ie  training  period  tlioy  tiod  attadned  an  asrerage  of  202  #G 


' .■  >'  t 


v’ 


■ ‘ 8-:ri- 


I , k 


*'  x'u>  ■■■■j  •v;k 

■ ' 7 >'  , '■  ' i ,-  j t-  -'  . 

. 'A.AJWt.  -•  ■ - S**'*  ' *'-^ 


; tf,  4'’'-  '■•■*'*■  > tki: 


...  . ; AV/  ■ »-  »»;*'  , 


v%.  jtfc^  <a 


iiVi:  .:-  -.;  . ii:-v  r.^’  t; rj-fft-r,.:  ..•?-• 


:!'■.  :.v  ■•  yr0'^  ^.if  t-^'^i-:,  4'*' 

'.  V . '( ^' , *'^ • * *■  ' ^ >.  ■ 


f,(  •)«i 


:-«• 

•n 


L ^-^'  .♦  ii"’ 


, , , . , ■ ■ ■ ' \ / 

,•  ' . - ' y.  * » '‘J  .'•  -^  1.  i J..*  . ‘ ' • ' 

. }■  • 


' ,-<V 

,.,7.'i  . > . '-i( 


„ '-*  ’ 


: r;  -.  . •,  . . . ..^  ■ A.  ^ 

' - ' ■.  ■ ■'•'  ^ . <>.  ...  - ; ' ■ ,..,  ..  - w:':: 


M^'‘' 


. ' . * - ^ ■ 

■ i t « • ’ • , 

' ' 7 . V . 


i « V‘ 


■ '-^w  '•^■  ’*. 


■I.' 


r. 


■ ^ 'L  •'  * * * - 

■f”  x^4;^-.ja’  ■>«>  4iAir).  ■<^t;^*'';:-V^'.-j 

\ ' A A'  • •,  ’ '\P  ■ '%  ,.  t^r  -.  ■ < ' ■'■  ^ 

. 'W  >■"«  •-  ■••.'iV ;?  is^  i*v.  •• : > T-'fet •"  >;'' 

.-■■■;' 'A, ^'■'  ''^;  .VA'v-.r:A'  A ■..'.  'A'  '■,  ''  v ^4  •■ 

p<?3<.v  ■ 

4;  ■•" ' >■;  ■ ■'.  A't  a,,"  •■*  ..'-vs^  '■ ' * "^  ■ ^ i=^  •"•■:, ^''-  ..  .’  | , • .A,  4<^  '■ 

te‘  ■ ft 

5 Ay  ..  ^ ..  ■ ' r' '.  '-?  -,  ■[  M ' 'A  ■’  I I,'.;  '~,  '^'  ' *>''  ■'*'•' 

, ■'.-■'c-^'^  x0/'-  ■'  v’-  '■  “'"'-f 

, ■'  ? .4. 00  -0%  . A0  r'  rtA  '0tt:t:t 

v:  ' i VA>  0f  ^ ^ it00 

■ I ' - '*  ' ■ "l'  * ,'  ' • r*.  -J  ' ^ ’'  ? '''  * '■  ; I ■ - *Y  . ■•  * ^ > . . ' , ' 

,'  « ! .•#..<•!  '('*'  .-urf  r • ' %*■# ■V-*"'^-'"*'*  M -'^  J•ij'^#'• 

r-  ■ ' V ,;.  ' :yA,.,-  - A' 

.•  • ■•'  ^ .,,.J  .r  ».  A?.  * a"  V:i‘.  * " -'  ^ • 7>!I  . 


t-A 

'.r ; 

'•,  ■ ‘'-fi' 


;/■  :>V 

- . <<\ 


< A,  : 'r.  , , ' ' ■■  ^ . 


t y 


fiuV'  Ailjfar'A. 

",vri -!!•< j»  -'-ni.»»-..>i«\»  ■*«>■«  atjr'  .,  Ihp»i» 


. ,V 

' ,.:  tf* ' ■*■  .'“Al’AJ .'••  *' V..  • • -!'■  '•  • ■• ' 


% 


i| 


' r ft..  ■r*»»  ,5.v  -1ft .;a«  >.»f  \ir--' . • '*'.  t<4!  ' *9^ 


■S  . 


. '■  J 


H'lTB:  Table  XV  is  to  be  read  in  the  ooKe  nnnner  as  Table  IX 


g 


o 


^b44- 

13^ 


o 

w 


►"1 

O* 

M 

a 


o 

o 

3 

» 

CL 

H- 

3 

1+ 

e 


« 

c 


3 

3 

O 

Tl 

9 

es 

» 

o' 

1-* 

9 


M 

M 

W 


5? 


k 

w 

to 

to 

CO 

k-* 

M 

1 3 

o 

Cm 

o 

1C 

k-k 

*4 

oc 

Jk  o 

3a 

o 

*4 

CO 

V3 

Ck 

kO 

» 

• • 

• 

00 

0 

• 

0 

ft 

ft 

44- 

ijv  O 

4k 

k-*  4k 

Cu 

CO 

Co 

o 

• 

kjo 

tn 

00 

«3 

kO 

<S3 

UJ 

a 

o 

to 

<4> 

CO 

4k 

41 

tp 

o 

• t 

• 

0 

0 

0 

ft 

0 

3 

J\  o 

3k 

00 

H- 

4k 

o 

4k 

ft 

to 

to 

CO 

(a) 

to 

K5 

CO 

<35 

to 

■k3  O 

to 

•4J 

yj 

4k 

to 

«9 

<a 

to 

to 

P 

e 

to 

0 

ft 

m 

9 

• 

c+ 

“4 

»-* 

03 

4k 

to 

tn 

9 

iSS 

Ol 

■XI 

O 

CD 

cn 

o 

a 

a 

cc 

to 

o 

Ok 

c5> 

o 

o 

e 

o 

0 

0 

0 

• 

• 

(3 

C5 

CT 

CO 

3* 

to  o 

0 

f+ 

> > 

o 
a < 
9 

n 

ta  31 


lia  o o cfl 
^ *t  *t  o «+ 
• Q>  p o' 

3 S.3-S-S 

3 ® O <3 

‘IS 


a << 


rf 

o 

o 


N)  to  K>  Co  M M 
CC  00  fyj  to  tj  ^ 


M M »-•  eo  to  H»  lol 

o to  CO  o o c|;j 

■>4  CO  lO  solp 

• O • • • • • |(-4- 

CO  »-*  •<3  C*  »£»  CO  u>|9 


o tn 
M CO 

iO  4k 


CO  <X>  CO  o 

0>  M N>  4k  0^ 

• • • • • 

Jk  Jk  O O 


CO 


«k 

- * , 
CJ  O 4k 


oi 


-4  4S  >«a  CO 

3.  * • • • • 

•a  jk  i3  to  po 


p 

rt* 

9 


tp 

CD 

03 

(O 

CO 

O 

O 

■k3 

00 

3k 

to 

O 

ft 

03 

ft 

0 

ft 

• 

a 

4k 

O 

CJk 

4k 

-4 

4k 

3k 

• 

ec 

k-» 

to 

4k 

CO 

rc 

43 

tP 

to 

M O 

Ca. 

yj 

to 

to 

k"» 

to 

to 

tn 

p 

ft 

M 

ft 

ft 

ft 

ft 

-4 

k>*  o 

o 

o 

xa 


CO  4k 
CO  o> 
• CO 
Ki  tn 


00  CO  c»  «o 
■4J  -0  tn  O 

a • • • 

-o  vo  tr 


N Nj  M 
cn  2 U t<4 
«4  c»  tn  M 

• • ♦ 

Ok  o o »-» 


M N3  .V 
4)  4k  O 
l-»  CC  H»  4k 

* a a a 

jk  -0  CO  ro 


on 


M 


1 

k-» 

OD 

4» 

03 

<0 

CO 

to 

O 

o 

0 

cn 

ft 

CO 

ft 

S 

0 

O 

ft 

t/1 

ft 

ft 

o 

3 

bj  O 

cn 

tmJ 

k4 

<A> 

■s4 

3k 

ft 

iO 

tr 

4k 

<43 

Ok 

yc! 

4k 

a 

u 

00 

<U3 

»-• 

m 

0 

-4 

0 

• 

ft 

ft 

e* 

CD 

M 

to 

-4 

cn 

M 

a 

1 

1 

1 

o 

o 

to 

1 

o 

Jk 

Ok 

tn 

o 

<-► 

0 

•4 

0 

ft 

ft 

ft 

a 

p 

00 

in 

CD 

•4 

k-* 

Ok 

ft 

M 

iu 

O 

C3» 

'7» 

CJ 

•-* 

t 

ro 

to 

P 

4k 

o 

cn 

tn 

to 

*4 

tP 

H* 

ft 

ft 

ft 

k-* 

0 

ft 

0 

ft 

|C^ 

0 

to 

o 

Ok 

to 

Ok 

CO 

Ok 

<|k 

|o 

H* 

o 

1 

• 

1 

1 

1 

o 

kk 

K> 

4k 

l-ft 

M 4^ 

00 

to 

Q 

ft 

ft 

ft 

-4 

ft 

ft 

ft 

ft 

9 

ui  O 

M 

00 

CO 

m 

Ok 

ft 

o 

Ck 

0 


as; 

§ 

o* 

a> 

•t 


a 


3 

O 

a 

o 

a 


» 

o 

<s 

M 


-3 

O 

Ck 

9 


■J2 

C 

a 

o' 

<9 


TJ 

S 

•3 

M* 

M 

a 


IO 

CD 


TAPIJi  XIV.  CdPARISOH  OF  TBK  HIISULTS  OF  THE  TEAIKIHO  IN  RAPID  SIIaEKT 
REAni!:C  ^TF!  RJjGUTTS  OF  THE  CnRV3NTlOKAL  ’-!0HK  IN 

READING 


•\  A C 


STords  per  xainute#  The  oontroX  sefrfclone  st,cvrted  vritli  cm  evers^'©  rfct©  of 
204*7  ••  an  average  initial  superiority  of  M rmr  s-dnut©  over  the 

orperiinental  puplle*  .‘ifter  a Eionth  of  tli®  oonventicnal  reoding  laorl:,  the  oon«* 
trolo  csreraged  235*4^  during  tl'!©  sooond  tlseir  rate  m'^inod  praotiosdly 

stationary  as  choon  tbclr  average  of  23c*0  at  the  end  of  ilie  ox  erir?«mt* 

The  final  STerage  gain  in  rate  for  ti;0  A f^rcsip  is  04*8  vords  per  ;:iinf.rte  os 
ooL-^pared  ^dth  50*6  for  the  B group,  m wmeriority  In  c.f  04*2  for  tlTe 
•xporirantel  pupils t 

In  point  of  ooe^rehensior.  Table  TW  tfrmm  a «15.ght  deoroR.eo  far  both 
the  A «j^d  the  B groups*  TJie  average  in^  of  oorpro^iensim  of  the  A group  at 
t!>e  beginning  of  Vx9  traj.nlng  Is  91*0  m apai^nst  iS*0  at  tlTJ®  ®rsd.*  T!ie 
for  t:«9  oontrol  mpiX®  drops  froci  82*6  to  03*5  -«*  a deoroase  of  4*1  at  against 
2*8  for  the  exporiaentals*  This  '5?otild  seer>  to  IMioat^e  th«^  %tm  docroas©, 
bH^  oc  It  is,  oainmt  b®  attrit'jijtod  to  t?:wlr  aooeloration  in  resding  rate* 
for  tiTS  oontrol  pupil©  uhoso  gedn  in  rate  ie  less  tlimi  one-third  the  gate  of 
tlie  experiiaeental  pupils,  decreased  about  cm>  md  & hstlf  thnes  os  sMoh  in  oerv- 
prehenaion  as  the  exper lraonto.le*  T!ie  dooreas©  in  Uw  ©as©  of  the  es;wris«5ntal* 
is  so  slight  as  to  bo  of  no  sr«wlal  signlfioai'oe* 

Table  XV  tells  vei^^  tiuob  t>»  sene  etoarj  as  Table  XXV*  T?i^e  oonolus- 
ions  issuing  fTora  ti»  tvTO  jaethods  of  oositrol  — .grotw  m&  individxjal— * isorve 
to  rolnforoo  each  other*  The  outstiwiding  fact.®  n]wm  Table  XV  ore 
Oit  of  a total  of  64  pair©  of  wplXs,  S3  oontrol©  e?«rpe4»ted  their  oorj'ospondlng: 
experlnentnlSf  as  against  23  «3p>oriEwr»tal^  sorpeoted  tl^elr  ©'’'lech-rrttes* 

At  the  end  of  the  e^iorlment.,  csjt  of  a tot-al  of  82  pairs,  44  o:p-'«rlrK>ntol8 
excelled  t’lelr  oh©ok«<int«>Se  an  oontraRted  yrith  t!ie  el^bt  oontroln  p?^o 
passed  tliolr  oxperirientals*  deduced  to  a percentage  T>asl»,  tiw  A group  mu*- 
peoood  tlio  D group  by  69  percent  in  rate  and  ^>eroent  in  oOBprolionsion* 


■I,  » ;,V 

• ’ , 


■ ' M .-'  ‘f  . .' 


• . ■ .V , 

• ? • > 


-V  ' ' 

*’•3, 


r>*  .rh  S' 


• #• 


TV| 


l #+r/'  • ' - • .i:  ••■^  ’ 


■ 


■ i 


;i  •*-. 


■f  ’ ' !'  , ^ - ' 


:.  • V"  t')  •<■  ;V'”- '■♦■■. 


;.Uv  ? 


I V * wi  ; ■ r I- 

; ' •' : .*  ^ .: 


<,  ’:■-  , : . ■ / \‘’<'  '■  ' , . ' , 
, ..  ■*  ■ - ; , j.  ■ * . . ^ .* 

A ;'  e*  i''T  ;'.=:il  ^ 'h'y  'i.:  S 


f. 


‘ ./  vjy;  ' A • 

i ‘ , 

•y  •"»  ,'■  ' A,  ■■^r"f  . 


' ’ " ' '.  ' ' -■  !•?''■,  ”'  . , ,,  " \ ' \ '*•  j]  ■ ■ ' 'i'. 

Vx  ■ ....  1-  ■ i'  ,rf;  ';-•  ,w<ii-. ■/  ^ ?>  ••' 

•/'S 

! ■ ‘ • ,•  t . . . r.  ^ , - 


« - ■:}  f ' .« 'f  ^ 

• . - ;>  x>^  . C'  .<•  ' ' 


» .•'  ■-,  -s 

r- 

^ r,.T 


S'JH 


S , >.  ' - ' - ""■  ^'v  '"’■  ^ * 


-,•■>. 


•>:•-.  -ii  si'., 


-.V  ■■  • ’ ' ii '*  . '■•■■■;/■'.■  V ^ f ^ . 

I " ■ f 'I  .'■  s,  ■ ■ ...  • , ft'.  '.  ' , ■ .' ' ■'  .'■>•,  , '■  V, 


*fc-  ■ . ,1 

^ Vr' 


mt” 


"S(i 


Jf'  . ^ ' ••  l^-  ■.*  -'  If’ 

^ ••  ■ '■ 


t. ..  . 


'. '-  •,  r _ 


r!'  ..r.  . > ' 

‘ ’ > t.  - 

: ■f-.' ■' ;,r  ”■'  :.." 


»A 


■■>■’':  n-iaT  • 
>'fy\'t 


-Tuy V ’i  % f 


. ' t 


j S;f4  (<i'  ...  -.  ■ t •’  * ■ 1 . .. 


• * V;  ,T.  ‘ C ' 


■ - '■  ’•  ' 


.Ufl 


■■:‘i 

...Ji 


«0 


IX 

2 


u 

§ 


r-t 

«S 

O 

f- 


M 

> 


< 

o 


o 

« 

O 

o 

s 

o 


u 

B 


•3 

■*» 

o 

•- 


M 


m 


WiH*-«C»SOr*«f>Ti.-IQ 

I t I T 


<MC3O'^00<^'^00r0l/>QCM»HC0 
^<*>OOCftO*Q»*lo*HaQt«OCO 
r-i 


§ 


*n  o 


IS 


IS 


• 

CM 

40  »-) 

to 

cn  r-l 

<•  to 

<0  cn 

CM 

r-l 

s 

• 

• • 

• 

0 

0 

0 

0 

• • rH 

0 

5 

CM 

CM  (H 

O CM  r-l 

CM 

f-4  j-4 

r4 

HI 

O 

1 

1 

t 

1 

r-l 

O 

CM  CM  40  CO 

«n 

<n 

CM 

CM  to  f-4 

o 

♦» 

• 

• « 

0 

0 

0 

0 

0 

0 0 

•0 

0 

0 

<n  CM  o 'S 

in 

to 

CM 

5? 

IT-  CM 

CP 

tC 

ec 

O r-l  t- 

CJ>  to 

CO  CM 

r-l  O r-l 

fH 

r4  r- 1 »-< 

r4 

rM  r4 

1-4 

HI 

• 

00  »ft  40 

tf  e- 

O 04 

O tP- 

CO 

40  t> 

<T4 

a 

• 

• • 

• 

0 

0 

0 

0 

• • rM 

0 

03 

0 

o 

O cO  CT> 

fO 

CO 

CM  CM  to 

CM  O 

40  r4 

o 

C3  04  CO 

<5» 

04 

Ot  04  CO 

04  CO 

C^ 

04 

5 

M to  O C“ 

GO 

m 

C» 

to 

1-4  40 

rH 

C4 

• 

8 « 

9 

0 

0 

0 

0 

0 0 

0 

§ 

0 

0 

ri 

CTi  40 

o o 

CM 

<?i  O t> 

<34 

fH 

M n to 

e- 

CM 

<n  tn 

o CO  in 

4f  e- 

04 

CM  CM  CM 

CM  CM 

CM  CM 

CM 

c*J  CM 

CM 

CM 

• 

CM 

'M*  H! 

CP 

in 

CO 

to 

oi  o in 

n 

8 

• 

• • 

0 

0 

0 

0 

0 

0 0 

0 

CM 

t-4  03 

rf* 

CM 

CM 

m 

C» 

CM  to 

CM 

CP 

o e» 

04 

<r» 

04 

04  CO 

0»  00  04 

04 

« 

CO 

O CO 

MP 

tn 

c» 

tj* 

<0  ■M  CO  r4  to 

• 

• • 

0 

0 

0 

0 

0 

* * 

CM 

0 

0 

» 

4f  Ift 

tn 

tn 

O 03 

40  o r-4 

fH 

K 

c» 

e*  Pf  W>  r-l 

c- 

CM 

to 

40  04 

P3  CM 

CM 

CM  ro 

ro 

tr  CM 

P»  CM 

ro  CM 

CO 

t 

o 

-S'  in 

in 

O CO  *-l 

CM  40  in  ifi 

PO 

to 

S 

• 

• 8 

0 

0 

0 

0 

0 

0 0 

tn 

• m 

0 

o 

CM 

to  «n 

P3  {> 

to 

CO 

OO 

O to 

tS 

o 

. .... 

CP 

o»  o 

0» 

O OO  CO 

CP  04 

04 

CP 

0 

o 

^ to 

’Cf' 

<n  «n  CO 

04 

o cn 

40  CM 

40  n 

4« 

• 

♦ • 

0 

0 

0 

0 

0 

• • 

P3 

0 

f-i 

0 

0 

to  CM 

CO 

04 

CM 

§ 

VC 

CM  fr- 

40 

e- 

cn 

r4 

ce 

r-l  tn 

tc 

0) 

40  to  rn 

40 

P3 

to 

to 

CM 

CM  CM 

CM  CM 

CM 

CM 

CM  CM 

CM  CM 

• 

O CM  CO 

to 

CO 

tc 

O r-l 

o o 

|H 

• 

• 0 

t 

0 

0 

0 

0 

0 0 

0 

o 

« «n 

r~l  t» 

CM  in 

r-l 

40  CM 

tc 

40 

o 

o> 

OP  O' 

0» 

04 

04 

04 

<34 

O*  O' 

04 

CP 

e 

r4 

CO  o CM 

to 

CM 

i>  tn 

to  to 

GO  m 

4* 

• 

• 0 

0 

0 

0 

0 

0 

0 0 

40 

0 

0 

tn  m 

rM  CM 

S 

tn 

CO 

r->  CM 

03 

£ 

to 

to  CO 

tc 

CM 

r-l  tO 

M*  CM 

o 

(3» 

CM 

CM  CO 

CO 

CM 

CO 

CM 

cn  CM 

CO  CM 

• 

CM 

C5  CM 

fH 

in 

CM 

xj' 

O :n  00  H 

n 

? 

r-» 

8 

• 

« 0 

0 

• 

0 

0 

0 

0 # 

• 

0 

c 

O »H 

CM  to 

CM 

•0 

PI 

o t> 

r4 

1 

o 

CP 

ot  cr» 

0t 

o» 

04 

01 

to 

04  00 

04 

04 

e 

4* 

o 

• 

33  O 

• • 

cn 

• 

C\ 

0 

a 

0 

• 

40  CO  04 

0 0 0 

s 

in 

0 

rH 

0 

0 

fH 

cn 

CM 

O r-l 

fO 

tc 

1-4  00 

03 

<N 

fO 

P3 

CC 

t- 

00  00 

to 

r-C 

CO 

00 

1-4 

04  r4 

o 

P 

fH 

CM 

CM 

rH  r4 

CM 

HI  CM  CM 

CM 

moo'c<c«o?Naocefr»<>j<M 

o»cto»o»o»c?»t7>e*o»coo>(n 


•H  CO  o 
• « • 

ir>  if> 
t>  CO  t> 
rH  rH  fH 


00  ur>  1£ 

• • • • 

CO  t»  O 03 
»/>  C4  CO  <?» 
C<»  CM  »Hl  iH 


i-l  O <M  O 
• » * 00 
i/5  t>  CO  rM 
r~1  <M  CO  *H 

CM  CM  H CM 


CO  CD 

CM  CM  CM  ^ 


CO  GO  M tS 
•-(  CM  O 
CM 


J 


IS  «q 

U 

V 

> t 

o 

< < 


• 

O r-4 
M}«-4 

k 
o 
e •»> 

£ 

o 

•H 

« « 
o to  t 

0 0 
Go  a 

§ 

o 

•H 

^ 4 

o 

>« 

O to  t;)  tl 


» r-i 

a 

o 
li 


I* 

s 


>5 

4* 

•H 

u 

O 

‘C 

e 

IX 

3 

tn 


0 I® 

4>  • 

O > 


M 

l-t 

> 

« 

*H 


U 

® 

S3 

i 


o 

X 

4» 

R 

«rt 

'O 

0 

£ 

o 

4> 

« 

•rl 

M 

£5 

0 

r-l 

,o 

0 

t* 

• • 

13 

o 


O CM  4?  03 
<tr  uT)  («c 


P ^ 


CM  03 


”^1 


»-cl 

VC  I 


m; 


CCS  o>  VC  t* 
r4  00  'I3' 


1-4  uO  t>  rj 
CM  t>  U1 


<M  r4  o er>  I 
H 'C  *n 


if>  O o»  o 

tn  CM 


< 

IS^ 

O *H 
4*  0 

iH  0 

0 IX 
3 34 
O'  3 

0 a 

< to 

4m  <M 

0 o 
u u 

II 

1 i 


^ 

m 

V 

u 

o 

fr 

R 

•H 

CQ  < IS 

(S  3.  1.  S. 

O 0 o 
IM  > > > 
fi  o o o 


« < 
o 

0 >!. 
p-  +> 

2 

w o 

•H 

< u 
® 

*W  Ci 

O 3 
to 
s. 

2 §• 

it 

5SS  O 


SC  <1 
K H 

4» 

■H 

o o 
•rt 

9 
£-  P- 

SC  CO 
o 


NOTS;  Table  S'/ll  ia  to  be  read  in  the  saw©  Karmor  aa  Table  IX 


r. 


;*  T. 

■■  . 


■’•’'.'.I  ? iV 

' *tcu  ! ll 


I , ..  . tr-.. 

^ . ' • * I 


i » . it 

. . ■ ; .... « . ' i 


T"  V-. 


. s 


lii 

c 


n «..- 




K''"'  S*  ■*'!• 

1*'  * 3714  tjRj'4 

t:,  ' t 


, ■.  i.  -f*— V“-^'%r4Hi  4. 


O' 


:•-  ,r.  n.' 


< : 1 


}6 


■'-'  ' - '■’  • • 1'  ^ -V 

f'.  H h,T'’'T.  L 


,r^  4’ 


% rr4  f«  ilJ  >-■  ■'  ^ ' J 
-*1- 


-j  oy  Sjti!-. 


< -»,;  ^ S<  • I 

-My  ^ '•^ 

» r f 4 ' 


i-  ...■.••  • •-%•  ;...  ■,  ■-  : :.  ■.:V!.'.fe!^ 

■ * fit  »’M».  ^ ih 

if'  •f'y:  ■*»♦  ' 


.•  bi  v ■ 

^ 'S.»  .^1' 


; ■ c>  ' O' 


g-  ♦ , . . ^ . . * \ \ I ''  pi 

^■n  'U  f.' 


■ ■-•■..  .,'  tr«  ^ ?«  •'W  itAliff 

■<  '!>*  ..'•  . W 1‘v  r- 

.r-i-  . fff  M J --•.•nr*  •>  •< 

• •'*•  *"-■  ■'■''■  '•’  ‘•'  :■  <•'  '•■• 

, ^..  ■ K r -'.o  <r-  ■.•'hr 


Vi'  .n 


0"0  T « ,Jr>i4#i 

-)V 

,,,  -iv  > ■•.-s'"U  r*.  .r-  '•'.;  • ’r. 

\ . ••»««■■•.•  jjni 

, -fr"  ( ‘ * s’  . 'Vf  »-ii 

OJ  . J*'  ■ ' t vV  >■■•«  _vi\  iSW  ’‘A  ’^i'A\ 
jw  kT 

* .XTA 


' -L  t'’’  "'’  ''"'Iv- 
^ . ,Tj  '..'4^  ^ I'V 
' ,'i-: 


■—.'J».  J ^rpp; 

• ;v'  ', , -ff.-  '■  - ''p 


•■  ti'  * ^^'■  4fti.'’. 

‘iiNtfH- 


;/r  £ '■■'  • H 


:* ' 
. ' 1 


.V 

,-  . . . 

A * _ ' . •‘^  ' , . . ., 

'■•'  , ■*  • ''>•  " -‘i  ^ 


1 


? t: 

S'  1 1 i y .' f 

■ .sji??l!,  i.  1 1 ; 

■1.  :S 


5 or 


"rf-  V 


L> 


. .'  rfl  ^ ..| 

•^  .'.*-?  Ia\  I 

. , i1  ':  'i'J  ;1_,  X'  “;. 


TABLE  XVIII,  OOl.'PARISnN  OF  THB  RKSDT.rg  oF  TBK  TRAINIHO  IN  RAPID  SILENT 
READING  WITH  T!fB  RESULTS  OF  THE  CONVENTIONAL  WORK  IN  RBAIttNO 


C4 

0» 


c. 

3 

ft. 


% 

a 

3 

ss 


d 

+» 

o 


w 


M 

> 


n 

< 


<n 

m 

• 

m 

m 


a 

3 

K 


« 

O 


• 

»o 

<f% 

r4 

r-4 

M* 

03 

M-j 

a 

• 

• 

• 

r-i 

8 

tC 

•I 

o 

■3 

CM 

rM 

CM 

'*<1 

o 

( 

1 

« 

1 

1 

rt 

1*4 

• 

o 

'!f  iH 

rMi 

•H 

+» 

• 

• 

8 

<* 

8 

t- 

•I 

d 

«9 

cc. 

S 

CO 

O t- 

CM! 

c 

or 

iH 

(3> 

»<• 

<y> 

CO 

C3[ 

rH 

1 

d 

u'> 

•CM 

.H 

to 

o 

1 

■f» 

E 

• 

8 

8 

ta* 

8 

I 

c 

O 

O 

rM 

1 

o 

1 

1 

1 

t 

1 

• 

c> 

o» 

CO 

r4 

<N 

j 

♦> 

d 

• 

8 

CM 

• 

e 

«> 

<-i 

O' 

CM 

j 

C:’ 

CM 

ca 

t- 

1 

J 

C4 

rM 

H 

r-4 

• 

£ 

CO 

t 

rn 

• 

tn 

• 

fH 

8 

CO 

O 

CO 

CO 

CO 

1 

K 

o 

en 

0» 

•<r 

O' 

$ 

ro 

00 

'O 

CM 

GO 

in 

cmJ 

• 

• 

8 

« 

• 

m 

81 

M 

d 

<5f 

CO 

CD 

»-» 

r-> 

c-*! 

0^ 

iD 

TT 

M* 

CO 

O 

■M* 

e»j 

»-< 

CM 

CO 

ro  r4 

CO 

+S 

• 

cr» 

vn 

CO 

ca 

« 

• 

• 

8 

to 

8 

o 

CO 

CO 

CO 

M* 

o 

<y» 

sr» 

Tj* 

Hi 

<K 

e 

CM 

e- 

CO 

a 

<4 

• 

• 

8 

c« 

8 

CO 

CO 

oo 

s 

rfo 

S. 

iC 

c- 

'4* 

O' 

CO 

CO 

CO 

•| 

<£> 

CO 

03 

CO 

CM 

• 

• 

0»  <M 

8 

iXJ 

1 

03 

o 

uO 

«c 

8 

'T 

« 

o 

' 

Cl 

o 

U3 

«r 

O' 

8 

CM 

CO 

in 

O' 

in 

CO 

t- 

• 

• 

8 

tc 

• 

in 

8 

M 

«! 

CO 

e~ 

t> 

CO 

O CM 

o 

M 

oc] 

rH 

O CO 

cn 

CO 

t- 

fC4 

to 

to 

rH 

CM 

V) 

• 

<T> 

CD  %0 

O' 

'O 

O 

e 

• 

8 

CO 

8 

1-' 

r 

o 

U1 

<o 

CO 

o 

<n 

IT 

<T 

O'  c 

<c 

8 

o» 

CM 

o t- 

CM 

• 

• 

8 

r*l 

8 

r»4 

O *»M 

tr 

r-! 

0? 

tn 

e- 

vr 

tc 

8C 

. 

CO 

CO 

CO 

»“» 

fO 

, 

• 

■»r 

CO  «n  #-» 

uO 

m 

c- 

e 

• 

• 

8 

8 

CO 

8 

c 

oc 

VO 

v 

V? 

1 

1 

<r 

o 

c. 

<r> 

c>» 

10 

O' 

8 

CD  rM 

«3 

C3 

c- 

iH 

♦» 

8 

• 

8 

CO 

8 

to 

8 

O' 

e- 

r-l 

f-4 

O' 

w 

CO 

\n 

<•  o 

rM 

H 

CM 

CM 

OM 

e 

• 

C 

CM 

v:- 

vr 

03 

a 

o 

• 

• 

iC 

8 

8 

m 

a 

0* 

cr» 

CT 

O' 

8 

CO 

30 

G «5 

03 

♦a 

• 

• 

8 

in 

8 

8 

s? 

t~* 

.:'v 

« 

tr 

in 

«o 

o 

ci 

CM 

CM 

CM 

k 

i 

b 

,s 

► 

» 1 

js 

*d 

CM 

to 

CM 

o 

i 

Vt 

CO 

CM 

O' 

s 

o 

\ 

< 

£ 

oH 

O 

o 

!l 

8 

J,' 

t 

1 

1 

I 

x: 

o 

•c 

8 

8 

o 

•#4 

j 

03 

\E 

8 

c 

k 

1 1 

o e 

8 

C 

3 

1 

k 

n 

1 

>1 

o 

tc 

$ 

ct 

r 

8 

« 

» 

r* 

cj 

•H 

8 

9 

8 

f. 

8 

O 

•n 

r 

, 

♦» 

te 

8] 

o ^ 

O 

M 

n 

> 

© 

JO 

a 

d 

u 

c 

§ 

3 

a 

© 


o 

X 

■f* 


'3 

« 

t. 

J§ 

o 


M 


d 

f- 


• • 

o 

s 


S 

v-'  ec 

C-;  CC 
S5  w 
M 

a ►: 

H o 


w o 

:;s; 

M >-( 

n tq 

► i » -i 

l>  ^ 

**.  c 
C »I 
M 

cr  a. 
^ SK 
c; 
c- 

K 


j»*  of 

*-r*  ^ 

F:  6 

{*.  IX. 

Cj  h-i 
~ 

o F-' 

n 

ft.  tc 

£o5 

C cr 
w 
K O 

e<c  A. 

•**  !p 
03  O 
< oc 
5^  e 


NOTE:  Table  XIX  is  to  bo  read  in  the  aame  matwor  as  Table  IX. 


V X'  ■'W 

mim  ■ 


;- 


'"li ' 


’ ♦ .<  •*  ■•  ‘ • * r* ' f • V^.  1 ■ • 

.'V  vv  ;m}7,  • 


} ' 


''■u. 

y'tnr  ' 

. ii"' 


''vii.V' 


/■**'**i-^  ■-i*' 

,,*■  < -ui  r ♦ 

';ii'’^V 'fl/'yi.'t'  f'-' ' 

, : V 


-4 :.  ,'  •-,  1,  •,  !.?»  ;; 


' ■' 


.•t"  ••"■*•  •tn-'yr-'’ 


j 


' 4'’  ■ 

...  . /]', ; -■  j .:  r „..,  ...--■  h^%k^ 

■ .^  jif  y-  " ^ i'-  . I*'  ;■*<  '♦•■“'  ^ 

jrtiV; 


< ‘.^  - 

■ /vV* 


5 ■ 4 - ■ i-  * * I’l  ^ - .y't 


■*  i"'- 


L.  -j ' 

^^.  t-~:  '.  .X-  f''  -■•'''  • T' 

j • XZ  '*  ■ ' » ■*  « i »*  I I 

■ i ,;  ^!4^r 


■;:^J 


■ ?’'>  '•*  p •" " ‘ '^'^V  '^  ■ 

,|^.t. : ;4^.'''  ;'v'  ■ \-  -f 


•■"J 


• -.1  '•-■ 
- .»  ■'' 


A,  , jV»  «►  -yp^-fci^iifc  It,- 

.It  ?.. 'Tc  i»  V5..W  « '"■ 


';  ^ aT  f.?'*  » ^ ., 

-...<■/ *•-  f“.  «•., 

H*  ->S 


.,■  '(r 


' , '*  -'  Vt  V V V:-> 


■'  'i’i 

‘ » 

■;» 


^;:a 


:-,:vnj; 


'47'  I * 

l.  i.'.  . -, ; V « • f^.' 


■*  : 't 


ki| 

y,  .t  r 


w— rr«--ir  .'-^•-  -w-r-  , - 

££;  r fv  ■»»»  .r-  t^.F 

* r>  • • f ' . * 1 j<hl  . I 


5^  t'.w 


sT  - ■ ..  , M -'  i"  ^ ' ■ ' - 

,.0yy.\.  ,p  ■ 

"i.  ''  V'  .*„  ,^’  ■ ■ O,  ■ ’ p. 

: T- .iSS  . 


I 


• f » • • CT^  ^ 

i '4  ..•» 

-V"'- 

- 3 , --r-T  ^ 

'A  .-'-  Il  ■’  ^ '•  f'i  ?5v  M ft  ■»■ 

raf  A i 'v.'i.  .*  ..  .,•  ti<5  S CT 


I. 


1 


■'  -‘  •£, 

, :ft. 


I^..v  1.  C'  f 


.^i'.  i:. 

r .. 


V- 


; U;  ..  i7,  . , ’ ’ • 


. I ,.  I'U  tf«Sal  *\>’I  ■ 


1.4 


V. 


^ -V  fjf.'f  'Vif  ' " 

iJi’-i';'’/#  ■■?■  .1 

..  »♦.<:'  :*:  h 


r>>  “* 

<fi 


■•I PM  a 

#1! 

IrJJ 


r\'f’ 

''  ■'>'  iy 


, . .»■■ 

■ G^  . 


. --,.  4»  --i  -tvj'., 

^ 1"‘|  tfi  <5*r; 


..ft.  M-ij^  ea  r-  h 


:■ , 1:1 


.‘iK'  i,  1^-'.  {f  j.s.?-,.-.*'  ^ i .>t  A..j'4jtea>M J 


!i 


*-.-**-©•  *.i  •*  . i 

. ■ -v  ^ C>  ■ 7*  f * ^ 

* -fS  * ..  ’ 


> ■ 


>««;■ ... 


r 


fe|S»«  s 

.'-i*  >'i 

•i%  V 


jl  I 

■1  ,.  I{& 

i ..  .>i  '-^  ||■:J^ 

. '>  : <1  lit. 


Ijrr.  >«J7  & 1 . 


' ^ 


"TAOijj  XX.  TA-nu  sHonm  liAti;  or  a^AOim  sxPiiiiiMiiNfAi.  (a) 

AKD  ’♦COhTRiOL"  (3)  PUPILS  aT  BSiaiNHIKl,  HIDUU:  AND  KNO  OF  'm.UNINa  PLSUOD  A3 
DKmMlNLD  BY  COUiTlS  SILiiN’T  HKADXH.^  TSST  rod  3ADS3  iV-VUI, 


Te»i 

t 1 

; fast  11 

Teat  111 

Qi 

|a*o  Superior** 
iXn  lity  in  Gain 

Grad* 

Ko«  of 

Puplla 

7^ 

I'5 

A 

. 

'3 

A 

B 

L Vj.l.... 

T^T"^ 

B i ! 

IV 

V 

VI 

VII 

liiL. 

236 

154 

128 

306 

^ 

155.’? 

19C.7 

197.3 

205.6 

220.8 

155.1 

191.9 

204.4 

202.5 
211.7 

241.9 

265*4 

284.7 

293.5 

361.2 

139.5 

225.6 

?35.4 

237.2 

236.4  183.2 

277.8  222,1 

292.6  1235. 

321.6  1249.7 
393,0  1 301.8 

ao.7 

87.1 

74.8 

^110,0 

33.1  I47.6 

30.2  156.9 

30.6  i64c2 

,47.2  163.8 
90.1  1 o2 ,1 

31'^ 
30  i 
33^ 
33:^ 

Lk’i 

Average  gain  of  A for  all  gradas  » 56^;  of  B»  25:ij  A*s  guporiority  over  E a 31/{. 


TABUS  XXX.  TA3i,i:  3HQ4XKa 
AJsrrrAii  (a)  and  **CuNt:^ol”  (b)  pupiu 
PiiJaOD  AS  DiSmUlKiiD  fiV  OOliiTXS  SIL^ 


AViS^AOiS  COJXi^iP-^i^NSXQN  XI^  HEADING  FCE  EXPi^U« 
At  ?iE(UNNlNG,  4im)US  AND  END  OF  mAXNl^^ 

^;t  heading  test. 


feot 

1 

i 1 

..  . ..L .. 

Test  11 

sprsf=ss« 

! -'©sit 

( 

1 

m 1 Gain 

s;3aE:x^--:.:r.a:a-SE3g 

|A*8  Super- 
liority  in 
1 lain 

Grade 

iNumUei* 

of 

A 

f 

j 

1 

' 1 
! 

P i 

f 

J 

* i 

. . .*• . . . J _ 

jf-'  ■ -■  •■ 

1 

i 

j 

< ^ 

J { 

1 1 

.±^A L_B 

i 

j 

IV 

236 

77.4 

I 

4 

i 

78,6  i 

II  . .1  1 ij  . 5. 

81 ,3  ! 

76.0 

Ilf  1 n 1 J 

i8l,6 

i 

1?9.1 

1 4.2 

.5 

1 3.7 

V 

154 

82.5 

86,3  I 

87.0  i 

87.9 

185.6 

180,6 

2,9 

2,3 

I 0.6 

VI 

128 

91.0 

92.6  j 

7C.8 

70.4 

j88.2 

108.5 

-2.0 

-4.1 

: 1.3 

VIJ 

206 

71.2 

i 

71.3  j 

94.1  I 

9C.5 

j 72.3 

j7i.4 

1.1 

0.1 

; 1.0 

: 1.4 

mjL. 

92 

! 

i 

94,3  i 

96.3 

174.1. 

-2.4 

Avara?;e  gain  of  A far  all  grndeg  a 0.9'J;  of  3 A* a B«poriority  over  B aX,6t. 


*i43- 


about  half  the  [i;aln  mad©  hy  the  ©xporiri»ntals  --  90*1  as  af^ainst  172*2  for 
the  experimental  group*  The  averages  for  oociprchenGicn  have  varied  hut 
little  in  the  case  of  both  groups—  a decrease  of  2.4  for  the  controls  as 
against  a decrease  of  1*0  for  the  exporiaentals* 

SUMLl/iRY  OF  EFFECTS  OF  THE  TRAIEIEG  Ui'*0E  />LL  THE  C-RADJ:23. 

The  results  of  the  preceding  tables  in  regal'd  to  the  average  rates 
of  the  different  grades  are  suir^d  up  in  Table  XX*  The  advaiaceinent  in  rate 
of  reading  as  shown  in  the  tliree  tests  is  fairly  uniform  as  the  grade  in- 
creases* Froan  an  average  in  the  first  Coturtis  Test  of  155*7  v/ordc  per  minute 
for  the  experlmeritals  in  the  fourth  grade,  the  average  corltim^©s  to  advance 
until  in  tlie  eiglith  it  reaches  220*8*  At  trae  end  of  the  training,  the  a-serage 
for  the  A groups  rises  freon  256*4  •words  per  minute  in  -the  fourth  grade  inrtil 
it  reaches  393*0  in  the  ei^th  grade*  Redaoing  the  average  gairzs  in  nurol-jer 
of  xrords  read  per  rrdnute  bo  a x>®roentage  basis,  it  becomes  possible  to 
express  t!ie  amount  of  Improvement  for  tlz©  experinontol  pupils  in  all  the 
grades  in  a single  term—  56  percent*  The  average  gain  for  the  control  pupils 
in  all  the  grades  is  25  percent*  This  shows  a final  a-verag©  superiority  in 
gain  for  the  experimo-ntal  pupils  over  their  oheck-matos  of  31  percoiit*  In 
terms  of  the  number  of  xrords  read  per  minute  the  average  gain  of  the  A group 
is  110*2  as  against  46*2  for  the  B group  — an  average  superiority  in  gain  of 
64  \7ords  per  minute  in  fovor  of  the  experimental  or  A gi’oup* 

A sutxncry  of  tl»e  scores  of  tho  different  grades  in  comprehension  is 
presented  in  Table  XXI*  The  gains  or  losses  for  neitlior  group  are  eepeoially 

signifioant*  Tlie  only  gains  •wiiioh  ap-jTear  at  all  appreciable  occur  in  the 
oxporimontcl  sections  in  the  fourth  and  fifth  grades—  gains  of  4.2  and  2.9 

respootively.  The  final  a\’-©rage  gain  of  the  experimental  groups  in  all  the 
grades  is  0*9  percent  as  against  an  average  loss  of  0*7  percent  for  the 


I'l. 


■ . -f.>  (T'V  ■ r' ■"  .r?;  ti,- 

■'i'"  !)•.''  t '•  *’*2  ' 

V y,  ■•.  V ,■  ^ si-i- 


4 ' ■ 


M 'T  -i'  . r.fj, 

• , ' ■ \ 


J A 


■ 1 


h ''/ 


n - 


1 tkf 


»r, 


,1  .f 


. s!l'.'.',;  il  in'' 


-■  i-  ■ • ' 

;>  Til  ' lir'':"  V ‘ ■ ’J 


\1‘-  ''^■ 


t r vj.  '.w 


■ w''-  . : . J ' VJ'  '.-V  “ v;-.'  .•■>  I : ^ I' ^ 

•;  •rf ' -n  i . ■■'■  JTt  .l  '■:■•.<  ••’  ’’0  ■>  •*  >■'  . 

. fti*-', - • ' ' ■ li. . • W i 1:  *<*,  f ■.!  v 

iriN'i'-  ii.i'  '.'i " (•,••'  ‘ ‘'■i  V ■' 

•.  ;.I  i : • a-,  '-f.. 


2k • ; ,f.  !ii;;  ; 4w..  :■  ■•■■?•  ,'i: 

■ ',  ■ ^ ' I 

fe  t\  -u  u"-<r 

i!’ ^ i'l.-..  /■,-  i.i''’;-' 


, *;.■ . 


J,  :•;  •*,-•.  '■  t; 

‘>v vr;\ 


fyi-'>:KZKi  .r;';-'  ':;i  . 


* 


.■;i . 


/ '1^:  J--' ; 

l2'’r  '■  I ' * C"  ' * . . — ' 


l'  ^*-r^  . I,  ; ;•>  Jw*  i a *' 

!■  ' ' , 

' , ' ■■  f'tf.rA  •-.*5;'*  ./'i  > k-  V "yr';; ;*%  v;i,‘' 

...  ,'■  > . . 

•'».  ^ ;n-.  /2%?; 

*■ ' -iv  >:r  ' ^.  ' - z:.  I ' .. . 

.",r  !;i  v-'V-r.-in  fu*  iv 

I,'  :,  ...v^ 

'it  'ii'.'  ^ 


: ,iV 


■i  ( ?K 


2 


I I 


■,  • •!•  ^ ‘ 


iff;,  ' 


‘ -I. ' ( '5  > rf-'-  'i'::)  ’ 

rAy''  'A  'y . V • ■ 


■I-,;-':,;;. 


‘ ii: ) Ip 


•-  r.J, 

* ’ f 

rr.' 

I ,2  f ■ 

• . 'h  .>■  ' ' 

i 

iw<t  ... 

» * 

At  “■  '■ 

• ’ 

-iO  r.-f^ 

'.'•o.f  "J 

" / ■<’■'■ 

bl 

■Wr/r”  ''4 

, i . • • i '.*  • 

. >: . 

P.pp 


■i  ■ ■?»:  ;V  » '■'!  !■.>■,  V 'Uf 

.i  ' rr 


J ’ • f ' 2' 


TABIiS  XXII.  COJ/TARATIVB  SrTECTIVTKKSS  OF  SXJ^SRIMISNTAI.  AND  CONVENTIONAL 
TYPE  OF  rUSADIJ^T.  troRK  UPON  TPS  HATS  OF  GRADKS  III  TO  VIII^  AS  BY  THE 

METHOD  OF  INDIVIDUAL  CONTROL 


t 

s; 

o 

u 

pi 


^ g 


5 


M 


*n 


< 

S C 

tr; 

M Isa 

ii.  c 

X 

W 25 


O 


« i~i  A 
S:.  C5  »-< 


c S5  a 

ar  »-i 

M 0. 

11^ 

> t4  C 

£ ^ 

c ^ 
S5  c: 

^ iX- 

g§” 


> 

M 

% 

«v" 

< 

Cm. 


C! 

K 

CC 

< 

f-< 


(*4 

c 

u: 

I 

< 


1 III  ^e#j.  j 

«-4 

« 

•f» 

O 

OO  r-t  e>  00 

CM 

VIII 

*^\o  »©  o 1 

CM  t-t 

M 

> 

e-ci  CM  1 

V IT)  rM 

M 

> 

_. 

eM*"**  *C  CM  t 

CM  CM 

>1  CO  • « 

1 ro  r»i 

h^irt  o in  « 

1 lO  <c> 

>-« 

M 

M 

8 0»  fr»  1 CM 

M 

*3 

•** 

o 

t- 

m <y>  ffi 

r^C5  CO  <M 

i>M  ri 

M 

W 

»-{ 

> 

coji  tn  1 o 

CM  *HI 

mIoCCT'  o &•  » 

Mlrtfo  '«* 

»►  f 
*■  * 

+* 

O 

O 

M 

> 

t*i  fico  1 00 

cn»-l  r~* 

>• 

rr>  oco  1 «e 

sncM 

> 

•~i 

in  tn»-»  1 CM 

1/3  in 

M 

W 

1 t?.ari  CM  1 

( I %G©X  j 

fH 

« 

4» 

O 

r~4  033  cn  in 

•C  S3«5  r-t  CM 

fHi— < 

►n* 

nj  o 'o  o '«>'  * 

iH«Ni 

>1 

*-♦ 

W 

> 

CM  r^Q  04  t 

»«<  ■•irin 

>-< 

> 

C-  M30>  1 t~- 

CMr*t 

m COr^  1 fr* 

CM  CM 

ifS  rMOl  1 o 

ii5  in 

CM  CO'C  » CM 

•S 

c 

o 

Nuffiber  of  A eoua^  to  B I 

Number  of  B aurpessing  A 
Number  of  A surpaasing  B 

Group  !^periority  A 1 

over  B ] 

Croup  Superiority  B 

over  A 1 

4 


oontrol  pupils*  This  gives  tiie  experiirtexit-al  gi'oups  an  average  tsupericrity 
in  gain  in  oomprelxension  of  1*3  percexit  over  the  control  group©#  The  rioasuro 
of  comprehension  here  used  is  the  index  computed  according  to  tvje  dirooticna 
of  Courtis#  The  results  of  the  application  of  a sosuoiirhat  different  ijoasur© 
of  the  efficiency  of  ocEspreheneion,  nauisly  the  nuasiber  of  c|iestione  correctly 
answered  in  five  Esinutos  will  bo  presented  later* 

A sumary  of  the  results  of  t'>«  ©xporliaental  training  upon  the 
rate  and  ocHt^i-ehension  in  all  the  grades  as  shovm  by  tiJO  raotliod  of  individual 
CO  trol  is  presentedin  Tables  XXII  a.id  XXIII#  Table  XX.II  shofws  that  at  the 
beginning  of  the  experiioent  there  \/ere  401  pairs  of  pupils 3 one  of  each  peir 
being  in  the  experiiaentai  and  the  other  in  control  group*  The  pupils 
constituting  each  pair  were  approxiciately  evenly  Eiatohed,  the  at  txmse  the 
variation  between  the  pupil  in  a pair  was  not  inapr>reciable » Th©  snount 
of  variation  to  be  found  %n  the  rates  of  jmy  class  of  pupils  is  such  as  to 
render  the  nmaber  of  pupils  wiio  scored  exactly*  tlio  smvB  rate,  very  saall# 

Out  of  the  401  pairs  in  the  present  investigation  tliere  were  23  experir.entals 
■sdios©  scores  were  identical  with  those  of  their  ch©ck*>mt©8|  vdiil©  165  con-" 
trols  were  superior  to  their  corresporsding  experiroentals  as  against  213  erperi- 
E»ntals  wiio  wore  aWre  their  controls#  In  both  the  latter  cases  the  differen- 
ces as  a rule  were  slig}Tb,  as  was  evidenced  by  the  close  Bicdlarities  of  their 
averages* 

At  tlie  end  of  the  training  the  results  were:  one  pair  identically 
equal;  86  controls  superior  to  their  correspondents  in  the  ©xpericiental  group 
as  contrasted  with  314  experinentals  ■sdio  were  superior  to  tlieir  controls— » a 
final  net  superiority  of  228  pairs  for  the  oxperiiiientals*  Subtracting  from 
this  total  the  arciAnt  of  A*s  initial  superiority  of  48 j tlao  results  cl  ow  a 
final  superiority  in  gain  of  the  A group  over  the  B group  of  180  pupils,  or 


\ •-  ?* 


W . 


m 


U 


't  Ji’ 
' * / 


•»..v,.’»# 


V'  Xotifav 


- ■ 

. ' V 

"A  vj.'' 

'X/ 

i»:  J.r^'t-' 

■'5^t  f 

- ,■>.  •;■.  ■■At  < 

. i- 


% ‘>«iS  » Ito 


iJn’'<  - r "'  i ;■ 

- o-  . V .1.  Hr-  tv*  '•  •:•■.  v 

" a.®;;  ■ ' ■ ■ 


■'  rf'  . 

? Lr.. 

t‘*  » . 


. " . * * . .'^v.  .^;:\  ■•  V- 

T>,.' lix'r*  I 4;y.ut  .'i!  ■ ; ■■■  '' 


|r> 


’ f .%,6>  'V-'  ■'vHx.f  '"‘^V  '•;  !■  i \?.  ?-.i  Sj<r'*!“Tii  ■'-  i4  *tl  .•aJs'J.". 

||i;v_  , '■  ‘':;  ■ ~^,  ■'■'■■  ' ’ . ' , ; ' '"  ’ ' - -i'  '■  ' ‘ ' 

■''‘‘  & l^*i'  -1  5*j  ; •;■  aC  /' V’!-:  .m  <'0^  ts>t’yiT  Xc>f;#;^u 


';f 

-1  ?■  '■  ■ 

; .X  -' 

X'  ■ ;v- 

,(.;•;  viii*-' ; '.  y^s'rv  Xv'-l 

-fa'.-X  .«yfer  f»'i  .V 

V^.'  ',f'.l  ,V'  *■  • '^'  t*  - 

n.  • ' X •'^  '^‘'^■"^  ■’'XsX'JJa  i ixo^l 

j,3T'i*-  ■ •■  .,'■>  ■ ■■  ..;*  . , * 

r’  . ’ ■ V;  ‘.  ' ^ -%  . 


K,  ■ ".'''  ■';  s'  -'X  ,a'i».i'»iXr<i,  V^  ai  ■ £l«if  trr^^l^a^ 

<W  i - '■'•'■  ' '.'  *■  . " " *5'  :,,  ^ ' . 

.^4  ...  . - .'ff 


0 * .i&;.  ' '3'  n.: 

■■'  . *•  ■, 


V r,’*rV.'  K:.’  :i^ i-r  vp%  l.:  'anncii^  ttJl;  <>S 


(?r'  .''  r_"V'  _•'£  t*^-r  ■'! 


.*  ■ J 


a 5?n','/  • ^ y:4'  >l#0_  miwnr 

■‘iV  X-'  -■■■  '■  f ..  ■ •' • , '*■':  ,V''-.  t'  ® ' ' '''  ■ 

, ' 'i  •■■.'. ' ’ • . 'I  ,/'  . ' ' 

.r.,:  „ ^'  , .,,  •■  '<^v -'-i''-  "'X  '‘'i--'  ' a.„ 

,r*- 


...-jfw.y  * *r|>'-^V'dvt  eXo'i: 

V -r/jAlX'*'  -ai  *I»!A  ';•■  •'I  vsi  c>^ 


"i'*<  I • ’^‘  A ■'*^-'irS  ' • ti  • J'**  \ . • V ' ■^' 

j.^.  ^ *5  2 ", k»^ Ji  ' i ■ '. ' ' ?*'‘H  s ^ ^Xi-t  Art  <i,^j  (i4ci 


‘ • ^ • 5 ) 


t'm' 


“ . i * % s X. 


tr*-  : ,-'J  ■J'iiyBitti't'  -fll^' Vf;.  'i'3‘  ■')«»  .. 

■ ■X'""  ,,  /rt  ‘'1-.:  V ^ ’■' 

■‘  '■  ■ « , 1 .'  ,,  • .,V.',' . 

; - • ll,^U  •■•id"':.'  il.>  'Wi#i  ?|jh»*, ..  'y 

Sf'.:f  > La'.  .'■  ' .• 

V0t’..o  * 

• ...  . :•••  . .,-t>  ^rX:  . •>*>  -"^fc  i’..-.^  ri 

t))- -JK 


• ..  .i/i  .'•  ' ' , ■ 'I  '■.<''<•.■  'v... * I ''^» X'lo  iV'-t  U({?» " i’.f!ii»s 


r'®- ' 
...'1 


•-  ' ^ 


I • m 


*V 


' ik‘* 


• .- -i*  / ^''•'  ■ ''  ■■-^'  y*  ‘ 


* ' ^ » .1  • . 


L*  ;-'s^ 


m,.. ... ' ■:  - .'-  W^ ' ^ -.igH  .^..“-.r  ^7 


wr  XS'jRZT'  '''  -^rv^-  ..  i’.^- — ^ ; -.^C-ii.,.*'^*;* 

■'  ■•■/  ■ ■'  ■ :'  V '.'•  .i-w-w  ■■  ■ , . 

'-  ’ • • ilim  II  *■  . -^r\.  ^ I %.  V . ' i ^73  ••  . VVS  • 


,.•  ..  t.vT* 


■Ji?j  _ '■"'•^^r 


" ' 'v  ■ A .r  •■  w>  ■ 


■ .irii 


•ise- 


4b  percent# 

Table  iCXIII  shotis  that  the  B group  stsirts  the  experiinent  rith  soino- 
■what  of  a superiority  over  the  A group  in  comprehension*  Out  of  a total  of 
389*  pairs,  41  pairs  have  the  same  scores  for  each  of  the  rmabors  of  the  pair, 
w*aile  180  controls  surpassed  their  experimentals  as  against  168  ©3cporiai©ntals 
■who  surpassed  their  check-mates,  — an  initial  superiority  of  12  in  f avor  of 
tile  B group*  At  tho  end  of  the  treining  there  vmvQ  20  pairs  •Rhose  rneiabers 
^lave  equal  scores,  •s^ilo  180  controls  surpassed  their  experinentals  as  against 
201  experimentols  ■who  are  superior  to  their  colstrols—  a superiority  of  21 
in  favor  of  the  expertnentals*  This  number  is  to  be  augmented  by  12,  the 
handicap  under  trhich  the  A group  started,  giving  & final  superiority  in  gain  in 
oomprehensinn  of  32  pairs  or  8 percent  for  the  experimental  pupils  over  their 
control  pupils* 

The  results  of  t::e  motliod.  of  individiial  control  serve  as  a 
powerful  reinforcement  of  a refined  t;,rpe  of  the  conclusions  issuing  from  a com- 
parison of  the  average  scores  of  the  two  groups*  This  method  of  control  shows 
furthermore  -that  the  superiority  of  the  eiq^eriiaontal  group  over  the  control 
group  is  not  due  to  a very  marked  siiperiority  of  a rather  smll  numbor  of 
pupils,  but  that  tii®  superiority  is  spread  very  largely  -thruout  the  tdiol© 
group* 


* Reduced  from  401  pairs  because,  as  indicated,  12  pairs  in  the  fifth  grade 
■were  not  rated  in  comprehension* 


i*il? 


• 'r'i.'J’*’  ''f  ">  J t.,.  s T ■ ■■'’•  ‘ - •-'  ,i?/ 

0 Jf*  . , ?•  x‘'i.-  '{»♦»  .'!  '*  > '{•?  V tK/-;  's  ^ *?.0 

O t.  ' ' ' •.  .■  :!■.  I A OfT  > -V-.*  >»’■  it  VS^'1'’  , ‘U  ft*  i 

r V ?.  , i::'*  j ; .‘ftot'  eJLL.ir 

'/  ! V.'  i ;.t  '*fc  > '1 1.' '■.■*:;•  J t/  , Jfi;?,  -Ji  --  , v.'-p  'stj.  ^•i"'  o ■" 

;'  - ' Tlx'  •>■  * y>  • f»<.n ; %'i''  ’ . :>rt-/  4>/'i  .-f  € •;?»' 


r. 

I .'  '?  o 


* T I « 


n i ->  ' ,. T • ^*oo  Ov  f c^itfei  . ■;  pv» 


- s 


I ■3'i  J';:>va  o.'*  'Sfcr'ik  .WJ  0';r  I 


j' 


> , ' :;i!.'i  '*  "J  '1  I't'V.if  ■'.xi-'."  . ■;  Jsf/iii' V ~orr-0  ffi 

*'4'  .> , '•■"•  ••■'  •■'  • 


- -'.O 


, Z'  ■;'i 

oiJ 

v.^  - 

•»'’.)  ,.o  vM>'i  ^ 

*< 

'f  ^ 

oi->  - 

f>-  Iff 

f:tv: 

■ T\ 

QHfi  ■! 

i "•,.  ^H'iC  V \ 9\ t 

tk^Jf 

. * i 

' x.»;' 

1t« 

s 

'M  -r  ■ -r..- ;'!  ,'0.  *?  “J"* '»'’rr..'.  ^ o4'  JcJi  *i;:«r*; 

•V  - . ' ■ 

o Vv  .f-,”'/ ':.fv*  ■'‘^,1'^  i ’ '•' 'V' X (x  i ilcr"'  i'r.‘ 


v,->  ■' 


*'Tr/ 


Iff 


-..  i.'- '. 


I-  •!> 


:v<-|  f -.  v -vr.il- i(isf3>4v  r f-A'/tP-f  -rilfoi  XO>  v^'il  ^ 

» Jeff 


V-  ' ‘■•? 

■ J f ,*f 


. J 


4S 


'V  ^ 
< 


.ItfL 


niiife. 


. I 


CIIAFTSR  U. 

INTER PRETATIO??  Of  RBSUlfS  . 

The  Effect  of  the  Training  Upon  Reading  Hate. 

Graph  I Illustrates  the  data  contained  in  Table  XX,  It  presents 
▼ery  clearly  the  differences  in  amount  of  improvement  In  reading  rate  achieved 
by  the  experimental  pupils  and  the  controls.  ??hile  in  every  grade  the  two 
groups  start  at  practically  the  same  level  of  reading  rate,  yet  in  every 
grade  the  experimental  pupils  far  outstrip  the  controls.  The  bulk  of  im- 
provement, it  will  be  noticed,  is  effected  in  the  first  month  of  the  training. 
With  the  exception,  however,  of  the  fourth  grade,  in  which  there  occurs  a very 
slight  decrease,  improvement  of  a lesser  character  continues  during  the 
second  month. 

The  large  improvement  made  by  the  pupils  as  a result  of  the  first 
month  of  the  training  would  seem  to  indicate  that  the  customary  reading  rate 
of  pupils  was  far  below  the  rate  at  which  they  could  read  intelligently  and 
efficiently.  In  other  words,  they  were  not  working  on  the  maximum  plane  of 
efficiency.  Thus  the  pupils  in  the  seventh  grade  are  able  to  increase  their 
rate  Il6  words  per  minute,  while  the  eighth  grade  pupils  succeed  in  almost 
doubling  their  rate  — without  in  either  case  experiehclng  any  appreciable 
decrease  in  comprehension.  In  fact.  In  one  case,  a slight  improvement  is 
effected.  This  result  gives  some  point  to  the  query:  Is  not  the  reading 

of  most  Individuals  dona  at  slow,  plodding  rates  which  are  far  below  the 
levels  attainable  by  a little  training?  The  results  portrayed  in  Graph  I 
point  strongly  in  that  direction. 


• ^ I 


• 't 


1 


’ ' 


.jr  

' 'r-.  #<»tt‘nf  ««d0 


* * 


ftlO 


‘ f. 

. ^ w ,' 


♦ai  :ii  r rif*4p 


‘Vr-'  ■.'■  - 


•s^istM  td  \'*  v^^f^©  '''f' V 


ft.vri  «.;•'  .C-fXJ'"T 


" 'iif\  tll'ii.fi  i«i?i vfti^:l^Jr«  utii 

*•'  ^v;;,i,  ’ • 


I V 


r.v:  % 

‘■''C  » 

5o 

■4  ' ^0 

• ;4;': -r.r' 

f ' 

Jn  tV 

■*■  'f':  'i'  < " ■ V i •.!  .■■■:  -.  , • " '•  ■(  ■'*4 

f'*-.-  ■ 

• -V  t*  <,  1 ' 

v?;r?‘  ‘riJTa  $s 

'•  ,:>J  . •■  cr^-  , 


iiif 


• iiiiKrJi 

.,V*.  •■  ■• 


: Ait  t’  .4f*«,||Av'X'»7«Z  1 , 6i!t 


r» 


,;.  i -<C-’  Tv  ■‘.'" 

'.,'•  , , . '-0»  f \-'., 

.«  I.V;  A :■■  i*  i'  ^oj 

*•0  .■/  • r..|  .1^  .pgii^'.  < : .yw  /.-.I  . v,,jLiif:St;p^^y-.Vt‘'‘’» 


'•'  ■ * — •.  - ‘ ^ f -iMt.®.-  ..Vf  • 

'lA'  V!*^9r4.,  **h\ ‘ MT . 1v 


■:  'A  ';i 
■ i\*‘ 


*■'}  ■:}.■.  -,i  III  SV.«*m  , - • ? V- ■ 


,ni'  'H-'';:>--*v.«*r%(J^  .:/■•« 'V/. A.-. V ’4^  >'.i  • . { •»‘?(^  i^A  A vj  vt 

. • »l  ' ' 

Vft-A.jStr  *•.  **  ' ‘ r.  * ■ 'KiC  Ut  jSl  H-t  ••*'?■  — ?j»  ¥?  :w*'j  j.rJtlJi- 


'■V  ij  ..''ir;.*'/ • ■:.  v , ."t;  irfitC'' .r ".  0I  a '. 

■ ■■»'  ...  • ■ ■ ■ .1/  ■' 

A .■*'if 


y**;.;  <iK 


\'i  .; 


ft. '■'  ' ' ' . “^  Wt  ’ ' ■*  ^ ■'^Tr(^f.“i^  , a -ji 

' - ,'le'A'  • .V')  '•%■  ,,  r .;^- : ;■•(:•  ■ 4^' •c**' , nXiDpil' xfc«’  #<t 

■fe.  ' ^ ' ' ^ ■ ' • ■■•'i  'V  2.  ■ '■  ■' 

: *;.•  h\  . i ! ., 


.T»’ 

fucsi. 


Vv>  if'*-’  ’ ' ' ■•  ^'  .'  t » 


it  It  Ifur^.f 


«'.  ' 


V, i.14 

. L '•*  'i*' 


4 s 


M 


Uf  • 


f.  V 


'0  i 


■V 


■i- 


.f*' 


■.*s 

fit-- 


■ '■  ^■^  ■'* 

■Li^  'ini  jjk  ^ 


/ ."'1 '.- 

.ism 


The  ilfTect  Upon  Comprehension. 


That  the  comprehension  has  not  been  greatly  affected  either  favor- 
ably or  adversely  is  shown  by  Graph  II.  The  COTiprehension  reaialned  con- 
stant to  a large  extent  in  both  the  experimental  and  control  groups.  The 
slight  superiority  in  gain  that  does  exist,  however,  is  in  each  grade  in 
favor  of  the  experimental  pupils.  The  conclusions  that  would  seem  to  fol- 
low from  the  performances  of  the  pupils  in  comprehension  in  this  study  are: 

1.  Marked  increases  in  speed  of  reading  may  be  effected  without  aity  imoair- 
ment  of  the  comprehension.  2,  The  setting  up  of  habits  of  rapid  reading 
does  not  per  se  increase  the  accuracy  of  the  comprehension.  5»  To  secure 
marked  improvement  in  accuracy  of  comprehension  special  stress  must  be 
placed  upon  training  designed  specifically  to  increase  the  accuracy  of  the 
comprehension. 

While  the  experimental  training  outlined  in  this  study  succeeded 
in  safeguarding  and  even  slightly  improving  the  accuracy  of  the  comprehension, 
yet  its  predominant  effect  was  the  marked  aoc deration  of  the  reading  rate. 

To  produce  such  an  effect  upon  the  rate  was  precisely  the  end  for  which  the 
training  was  devised. 

The  Relative  Amount  of  Gain  Made  bv  Different  Grades. 

A comparison  of  the  amount  of  gain  in  rate  made  by  the  experimental 
and  control  pupils  in  each  of  the  grades  is  given  in  Graph  III.  The  Graph 
brings  out  clearly  the  fact  that  the  amount  of  gain  increases  as  the  grade 
advances . In  every  case  in  the  experimental  groups  the  gain  made  by  the 
higher  grade  is  superior  to  that  made  by  the  lower.  With  the  single  excep- 
tion of  the  sixth  grade,  this  is  true  likewise  of  the  control  groups. 

This  superiority  in  gain  in  rate  by  the  upper  grades  over  the  lower 


is  quite  the  opposite  of  what  has  usually  been  reported  concerning  the  relative 


* 1 •> 

/i 


•I 

♦ ».. 


,w 


4*;W  <> 


Vi 


.’*  »•'•«'  T&it  /;|'  m-.Uj.-OiffTtfiW;’  ftf'*  Jt£f; 


.*•  V:. 


-r.<>f  r ',dt  * ’ '< »-"r!  5 fliJI 


vfS  i Ei  -2€»rJ*#i  i6 


'♦f-  •! 


i Ia-rt?v0?  ; f^?r .t v,»  i r lij-  ti&cJ  a2  int^x9  -ys\l  £•  inj^a 

.-'  ...  ' '•  'S^ 


fl/  V*  »■  .*  i’O^t  vi  ,'xk'^'**^  I .' ^"‘.ofc  J’iUiJ  ' ^jiXlk 


'.  f * . 1 ± .tpAJ’  r:\it  , .«Xi<5t'^  X*tO<»y  / *^cxe  ©tfi  1* 

f • «J  ’ 

ltf_'  ’ ■*  ’ .' 

f t?iC-.^j;ac4fjr •.*-'p^i'  r-J  nXJoi/v;  -^t.’?  ';c  i»*'!3B.i.:i^-*.'if^':iW  P'5'11  ircJ 

-•?jft  :iJ  ^Wri,^iv-  f yrJ!Ie#*j  !«  f;«ofija£  .a 

.■^1^?»'  V V '•.ii  fii'-  '<  • •;  .«;i<:ci»rf»*!»j3K>o  e^J  lo  trtffQ 

riff  it  r'i  .7^  ;>  s.r».f  la  YOfr'ivr^^  .pJi  ^a^s'TiCspJ  im*  't»r?  ion  gjsofc 

ad  i’MA'  ssf  •|.ve«a'€‘*mca>r  \r.*»#iac&a  frl 


Cv;-:--'?n[X  . /n fici^u  bao*!'.; 


■ i '^».:>rV*’i''|.rx>c>’  .-frr'v  :©  4c4,?  viur‘^X«  rno’^'t  Sifit 


.'ia-v  a;>iV»ri9*t  ^ XMftainwB  e<!*  sfw  ^iiao Js?e>fc©'K}  «:^2  #av 

^ ?»  Orf  - >.  . . IT.  • 't  . 


'!  *ti 


•f-':.»w  *::{} 

' * . - ' • • X 


HSiv  KKXjr-T  n«iu  ,p;;l.  nojie  T5trU’‘ijqf(OX‘ 


■- 

‘Al'.'J.  .# 


''\i 


i\ 


<}*ff  . /v-.t  dj?  41 'P.5  *'0  iC-jNr-*:  -IriJJ  AC  itO».fT-2C3<>#  A'  ■ 


1X>  ?>■ 


:f  ■rjirt.C' _‘.ii  :.f  ll  . I 7 It.  ..'..ii''  r..‘  loi^'aoa  bcfn 


-X-!ts::L.\Lj.  ^\.  v.f t/vsX©  #«♦  'j-r-.l'id 


* y<^  ‘ '<  '2.^  '<’j  R<-f.»OTi  ' hv^*,'t>x}':o''i‘i  I % %fa4l  •’t''';©  rtl  . • «.3ft.<lr.C 


-•  '•'1*'  p;^.r-«  .-‘iia  .-«f  t fc'tj  ’'•-*  tfrii  ni^  «?  ta^ld 

' tot^nco  o.;i  Ic  ^o  noli 

^nrrc  I ■'  ■'•  "•>  ael#*qt  ■'<  ..c/.f  •'■c*  s.Vai  fii  Ri •*•:..  ni  \12  foiiiy  vc  ,'.|l^^'^ 

'd/  ,'V. "r.-r^  ' r-i..  v.<pc(f  ’[XC^  0.W  I'Vf  Id  .'>tas»  *2 


At/eraA^  (Aa///  //7  C7on;/:^^'eAe/^s/oA7  for 
fo  v/u  as  c/e/erm//7e<A  /?y  A~oor''//s  A^av//7^  /e 

£xf>en  me /?//:>  / C^rouy:^.  O'  12^  Co  rj  //^o  / C/rocy^. 


OrapJy  JJ?ouj//7^  Auera^e  Ga/x?  /r/ A!a/e  a/  /^a<//hy  for-  A/r^  Ars  // 
io  ]////  as  <fe/er/7J//7e</  />y  Goor//s  G/Ze/j/  feac///p^  Z^es  C 

GooZro/  Grcc'^. 


gains  mad«  by  th«  different  grades.  The  third  and  fourth  grades  have  been 
of  late  generally  regarded  as  the  crucial  school  periods  during  which  the 
appreciable  increases  In  rate  of  reading  are  to  be  effected.  The  resttlts 
reported  by  S.  Gray,  Judd,  Courtis,  and  ^aldo,  have  shown  that  de  facto 
the  important  gains  are  made  in  the  lower  grades,  especially  in  the  third 
and  fourth.  !?hat  is  the  explanation  of  the  difference  of  the  relative 
amount  of  gain  made  by  the  different  grades  as  reported  by  other  investigators 
and  those  reported  in  the  present  study?  In  the  writer  *a  judgTient  the 
explanation  is  not  far  too  seek. 

The  gains  reported  other  Investigators  were  the  results  of  the 
conventional  type  of  training  In  reading  with  almost  the  entire  emphasis 
upon  the  oral  phase.  The  matter  of  rapidity  in  silent  reading  has  not  as 
yet  becoa»  a problem  In  the  minds  of  the  itB.iorlty  of  upper  grade  teachers 
much  less  In  the  minds  of  their  pupils.  During  the  third  a»i  fourth  grades, 
great  stress  is  placed  by  the  teachers  upon  the  mastery  of  the  mechanics  of 
reading.  Generous  portions  of  time  are  devoted  to  this  task.  After 
this  has  been  accomplished,  the  pupils  are  allowed  to  sltimber  along  at  the 
slow,  dead-level  plodding  rates  which  became  fixed  for  them  In  the  days 
of  unending  seraplternal  drill  In  oral  reading.  Heading  from  the  fourth 
grade  on  continues  largely  an  exhibition  of  word  pronouncing,  articulation, 
etc.  As  Judd  aptly  phrases  it,  "The  conscientious  teacher  supplied  with 
a reading  book  and  a period  In  the  program  carries  on  the  well  known  reading 
farce  In  the  vain  hope  that  the  effects  of  unsuccessful  teaching  will  be 
overcome  by  a liberal  application  of  the  same  methods  that  produced  the 
difficulties" . 

The  value  of  an  acceleration  of  the  rate  in  silent  reading  never 
seems  to  dawn  upon  them.  It  is  no  wonder  that  the  rate  does  not  notably 
rise  as  the  grade  advances.  The  wonder  rather  is,  that  the  rate  does  not 


'^1 

rttrtr 

decrease  as  a result  of  the  grotesquely  misplaced  emphasis  on  oral  reading 
and  the  school’s  utter  neglect  of  reading  in  the  true  sense  of  the  term— 
the  silent  interpretation  of  the  printed  symbols. 

The  increases  in  reading  rate  in  the  different  grades  as  reported 
by  Oberholtzer  are  shown  in  Table  XXIV . The  increases  effected  in  the  upper 
grades  as  a result  of  almost  a year*s  teaching  of  reading  are  so  meagre  as 
to  be  scarcely  perceptible  — 2.1  and  11. 7 words  in  the  sixth  and  eighth  grades 
respectively.  The  rate  is  practically  at  a stand-still  from  the  fotirth  grade 
on.  A condition  such  as  this,  is  in  the  writer's  judgment  nothing  less 
than  pathological.  It  is  a serious  indictment  of  the  present  school  regime 
in  the  teaching  of  reading. 

In  the  present  investigation  rapidity  in  silent  reading  was  made 
a problem.  It  tsbs  recognized  as  a value  to  be  striven  for  and  to  be 
achieved  thru  training.  Graph  III  shows  the  results  of  the  pupil's  effort. 
They  secured  that  for  which  they  strove. 

Prom  these  results  three  conclusions  would  seem  to  follows: 

1,  Jterked  Increases  in  rats  can  be  effected  in  the  upper  grades  when  speed 
in  reading  is  made  a problem  in  the  minds  of  the  pupils.  2.  The  accelera- 
tion in  rate  tends  in  a general  way  to  advance  pari  passu  with  the  advance 
in  the  grade  — the  higher  the  grade,  the  greater  being  the  increase  in  rate. 

3.  The  present  average  rates  in  the  upper  grades  are  unnecessarily  slow, 
due  to  the  absence  on  the  part  of  the  school  of  any  organized  effort  to  ac- 
celerate them. 

The  data  concerning  the  gains  in  comprehension  contained  in  Table 
XXI  are  shown  in  Graph  IV.  It  is  to  be  noted  that  no  grade  in  either  the 
experimental  or  the  control  group  varies  more  than  about  four  points  from 
its  initial  average. 


I 


'■’■'I  T ■ <Ai  » ■•/■  '> 

‘ ‘iy*ru:[  'i'^  ti  4*-  Ji‘VXjf-5  rj'  f-'  orlj-  hnr 


' ♦ , 4 * ' ■ \'  4'^’'  ’ '•  v'  '‘<  » . ' ' j . • '■  ^ I * . * ' ^ ' 4 * **  .» 

•••'•  V'/ •*.,’■«••  4.'‘\'-  ■■Vi''‘-*:^.‘  • '••  ’■  V ■ - ■•■  ' ' •'  ''■■* 

../' '.■'}'■  J .,  . oPr*'’tv/ ' r-';^j.iA*r.!*  V 

■ .■  V.’.' '-i  lifV ;» i.-v  ■ • ■'  ' ‘'  '■«'  ' " ' ' ''■  y~ 


_ . ^ ;4  ' ':  ’ ’ 

. . -yiy\  ■ .r.  ,i^’*4s^} 

«i  t . 


'I 


■i-.g  i.j,  !“' ■ ^ *,'<' ..Ic  »»“  i rKt  . XJK.  .'HX'/t  ^rr.,:  vt.' 

" , .'  , • ' 
i ?:  '«i,v*  ?'*■«!  O'*  *■.'.*'■  ' "■  joi.f* i-  'itv  a s-* 


I >/ 


, , 

„.,  jT. 


. \'l' 


fft(\-*y^‘  r ■ ''  I'^f^  • I /' 


,*  f*  vjf  ; ^ ^ •?  V5-*“T 


f ' • '•  I , * 4' 

■ ar-:  V?  • -Jf.  / : t:>ici , ‘k:  ■ f-lf.>  ':o  J '.JiiMl.  n.vi-'Sf-  f.  -U  . 

; ■'  ’■  ',  '■  ; " 

:,’ --'V^ 'vV-  ..V,-  " ..•  ..V.r'T'  ^ -^niiTofaii’  r.J 

- »)'  ' ‘V  ■■■  -f,'  '•  ,'  ■ '■■■  ■■"  ' .f  ./•■••  ■(' .J,  . .yu>.-v,  - ■ ■ 


"t  4^  ■ 


'-'  'r.' 

1^' i ffi  '/i .lj’irf'‘VfiX  jfioci,i"J  Ai  , 

{\  *■  -■  " ■ i"-  wvrV 

V'Vi  " ' iJrs'  x ^ • • .• -ri r . Oi  a sr  ;^X . ^ '.aas?f 

' ' ■ ' ■ ■'■  ' ' ^ . ' ' ' 

/ <J  X.:'  i-I;.:.'-;  ii?  .1^'- - Hf  r»;xxU-  !b©7trl,i{^^ 


' ■»  1'  ■!  ; ■ ■'  I 

M.  ■ ' - ' -s^  ■ '■■  ' 


at, 

j 1.  '''■'' 

. • votjF.  ’ •-<'  ’ riclf^T''  n&^t  J - dJ  HTwt>ea 


; C.1  fce!;  >::».•  .-^isv-i'r-cd  »vXrtt6rf  seiH*  ^.r-i'i  ■ 

/'■•..  ..  . »^ 

tj„  ■-. ' r-i-4  rti  •(?<?  o/f.f *.*>i  itJ  -ApT**"  . * 

'‘i>’-’‘  '-‘i  ■ t bu'h.:  fJ  «nf Xfo‘fq "#•  ' -.gif i 


’»  » I ' i • • 1 ' ' **•  ■ 

^iV'uX-  S 


■-•t 


'•  r. 

I ' r ..  ^ 

, ,V--'J  '•  '•■f:'^  ‘V- 

*'  I >’  . 


'..  -i'*’  i 

■ . . V 


• 'i,'  « 


T'iCttir,  fiA  ■ «•'■*, 

’flw;.* ' i? 


X'.V  •-’*  '.  "r  td:f  *'tik  .•»nj  *.0' 

j K • ■ . ' " 

' 4*4j|f 'i^T«  ■ • < f . ti  ■' V • .' , S 


’r-.IO'-  ■''■■’  C'.J  :,i  •+?  . "T  /cry!*;0  nl  ;^T*  iix 

t*r.-r;  ..’  ii: '»  -;  ■ -J  - 'O**''  : ■>'  ,^  *“>.r  v-’'i  q’'*vlii  rO^*'i^?0  *j?d/  6..-dc‘.>  - .'i’ : ■; 

Jl  J'-i—  • ^ 


‘J7-5’ 

■ier 


TABU  mV'.  m xj^ua&Aaii  u Ki&Mum  Hm  rm  tawissmrt  -BAass 
AS  BY  oh^miLfmi  • 




:Sprir4;i;  A.ute 

lnarca|i3  in 

Per  aent. 

3 

76.4 

r 

14'^. 1 

72*7 

95.2 

4 

V2.Y 

l63 . 3 

70.6 

76.1 

5 

113.0 

i2^^2 

16,2 

14.3 

6 

12S.C 

130.x 

2.1 

4.*<£ 

7 

122.7 

142.8 

20*1 

l6. 4 

i 1 

ji-4Xl.^ — ^ 

..  . liSji. 1 

11.7 

8*0 

Ti  UKirr. 


tabu;  XXV*  caMF.misoN  of  AV>iBA:iK3  |.m  eat;#;  -vrrAjN5>:i>  bv  foi’Ils 

• 7I?i;  fEi'iSKrrr  j^oRi^a, 


AfTlB 


'Jraift 

IV 

1 ^ 

1 - U 

< 

! VII 

0*2rioa 

•236.4 

j 277*9 

[ 

1 292*6 

234 

} 

321.6 

393 

Oberholtaer 

156 

1 186 

2S2 

aaa 

Jourti* 

l6c 

1 180 

220 
i 185 

25C 

280 

Gary 

140 

s 166 

1J£ 

204 

3t4sTOh 

144 

i6S 

1 192 

216 

240 

hr  Q'm 

213 

269 

I 272 

279 

j 290 

X^...  

100 

204 

L.  -16  _ 

L_i2i„ 

. .1  , 234 

TAliU*  AX  Vi. 


3r.fi4< 


IV 

V 

VI 

VII 

mi. 


TftRTAnVr;  flUASl::^  fCA  milAJ  TaAlJRvD  in  EAFia  SllJSliT  liRADIN'I. 

r j:. 


i 


•\wme 


5 


???6,4 

:rr/*8 

321.6 

3P2.0 


12.13 

a.  27 
a.ri 
7.01 
12*77 


»5  b 
ti>S- 


Oraph  ^ hoouio^ 

/^yera^e  j2atc  /or  Pupi/s  a//er  fra  i/7 //yd  ip 
Papid  Pead/'p^  as  co/vpa/Ted  w/f/h  Aor/T/s 
Pcf>or/<:d  J>u  O/^erio/^zerd Ora^  Jor  O/d'/xiryPeaders 


Lr^erd  ■ 

O’hrfen 

0 be  r holt  zc/^ 


15^ 


Av-srage  Rates  Attained  by  "^olls  After  Training 
Compared  ytth  ^r'gsent  ??ora8» 

A ocwaparison  of  the  averages  of  the  experimental  pupils  in  Grades 
4 to  3,  with  the  norms  reported  by  Courtis*  Brovm,  Gray,  ^tarch,  Oberholtzer 
Is  presented  in  Table  XXV,  There  is  a common  basis  of  canparlson  between 
the  averages  of  the  experimental  pupils  and  the  norms  reported  by  Courtis. 

Both  were  achieved  on  the  Courtis  test  and  the  directions  to  the  pupils  in 
both  cases  were  identical.  The  norms  reported  by  Courtis  represent  the 
smoothed  averages,  the  norms  presented  by  the  writer  are  the  actual  averages, 

A comparison  of  these  two  norms  is  shown  in  Graph  V,  It  brings  out  striking- 
ly the  difference  in  superiority  in  reading  rate  of  pupils  who  have  received 
training  in  rapid  effective  silent  reading  and  pupils  who  have  been  nurtured 
on  the  conventional  pabulum  of  drill  in  oral  reading.  The  superiority  of 
the  experimental  pupils  in  every  grade  Is  very  marked.  Sot  less  noticeable 
is  the  superiority  over  the  norms  reported  by  ^ , S,  Gray  and  by  Gberholtzer, 
as  shown  in  Graph  VI.  The  norms  reported  by  Gray  for  the  three  different 
selections  in  his  reading  test,  have  been  ad, 'Ousted  here  to  the  basis  of  the 
easiest  selection,  "Tiny  Tad", 

The  highest  norma  reported  are  tho-je  by  Brown.  They  represent, 
however,  not  the  averages  of  all  the  pupils  tested  in  the  different  grades, 
as  in  the  case  of  the  other  investigators,  but  the  highest  averages  reached 
by  various  single  classes  tested  by  Brown.  Consequently  they  are  offered 
as  norms  or  standards  to  be  striven  after  rather  than  indices  of  the  present 
average  attainment  of  the  different  grades.  These  standards  mentioned  by 
Brown  come  closer  to  the  averages  actually  reached  by  the  experimental 
classes  than  those  of  any  of  the  other  investigatore.  ^hey  are  still,  how- 
ever, very  considerably  below  them,  as  shown  in  Graph  VII, 


W:  '"  'S  ' y ^r  ^ : vv^.*flT  ■ ■ ,'■  ,■  ^ 

i ' V- -V''%|iP|?-'-  V^. 

S-.'-  -^^.i  :u:'MW^.  •>’'•.',£■  w 


>v'  r ‘ ■ 


^f\_  H 


i!tm..i3MMsaiit^J' 


Vin**  »>■  »«^*»  ij**^^-**!”  "*•  «f»  ’» 


'•,?  if'  ‘ ■•' 


!.r 


,•')■■ 


i5 


.*««KeT»  *<«'  »■»  '«»'*•»  **’*  <«*a  «U'.»*srtw»  i«^«««. 

• ■■  rr  V-’^  ; •■  ”■  •,  -^I  _ ' 1^..^  : -}t  ^ 


1,^^'  «B.I6«i'^ai_t*>itti’'<»!»*.®*  •»B»'i««lfc  Wi  -ijl 

B*»tf  •»•«  ,«*«  »hW  «r* 

.1-  * '■  •'*«  ' »..I"'.  7 ’■  <•  ^ ^ T^>  ^ yV  ‘•-4.^*A<^‘ 


1^;  ♦{y*r4'?*i>--**e<  ^ *r^“  “*  *V‘**®' ^ 


•i. 


i»tii£*('Ti«!“  VS  te»  V«®  •««  «'•'««•  ♦•«■  w«i  ;i([»i‘*»i‘i«t<»ft  *4 

.i.^r.iw  sB^wnx  r.  w - / -^  -J,‘T', 

♦fW  »■>  !S(*tn  ntf  ■'-.I^rfq*^  ■!  it«ld»_» 

.'  ^.  ..  . . . u.  - .’  r- j,  A.  »4iA 


•■■'■'  '-  ,vr.'«i  <‘  .'■•f,^'  v/((f ^ 'At45r-  ?*•:•  *•  ■ 'tj  M' 


V.v?4 

'.  f 


4-**  , '}■ 


V k-as 


' ■^'4*1  ■ ' ’■'•■  - ’■  ■'•S'  A.  ‘ 

* ^,  ‘ 


rjLt"  -’,  . .1  T'^'V.  (,‘  , «»’ *''5<  :f  ‘ ’•  '-  '.  ' ■-J'^ii^'ftT'  . -V:^ 


f ...  #x?ur  >0 


1^* 

. 5’- ', 


i*. 


r ■tj.  1 ik  .--4^. 


V-. 


■t'Liiri 


Mo  Jzn 

Or^p// 

Ma/e  /or  Fupi  /^  a//rr 

Trainio^  /o  ^ap/c/  Peac//^  as  co^parcc/  //or/ns 

B?por/o</  /y  d/vai/j  ^ JfarcJ)  /or  Ore/Zoar^  Pea</crs. 


Le^erc/  : 

O 'Sr/c/?  — ^ 

3ro(AJr7  — 


Q r a.  ^ e v5  • 


^ -V-  4,'^  r * I 

' w'- 


li  ZT|  ^ 


jH*  , 


.itr^--^.  ."5  '•.iC. 


^.,  '.,  i-... . 

* ‘ ,_lfe.,.;,.;-»'a>-:i,-  '*.  .SKpt  “'  '■‘I’t 

' fit"  A 

nmt 


I 


IGO 

'io<r 


The  pras^nt  norms  for  reading  rate  have  all  been  derived  from  the 
performances  of  pupils  who  have  been  trained  in  the  conventional  type  of 
oral  reading.  In  the  vast  majority  of  oases  they  have  received  no  training 
in  rapid  silent  reading.  What  the  norms  will  be  after  the  schools  begin 
to  train  in  rapid  silent  reading  is  an  Interesting  question  which  the  future 
alone  can  answer.  As  the  result  of  a pioneering  effort  in  a virgin  field, 
the  averages  attained  by  the  experimental  pupils  in  the  different  grades  in 
the  present  investigation  are  suggested  as  tentative  norms.  The  degree  of 
reliability  of  the  averages  for  the  different  grades  has  been  computed  in 
terms  of  the  F.S.  which  are  presented  in  Table  XXVI,  It  is  noted  that  the 
P.E,  is  relatively  small  indicating  a rather  high  degree  of  reliability  for 
the  averages. 

Variability  in  the  Amount  of  Gain  in  Rate. 

To  show  the  range  or  variability  in  amount  of  gain  in  rate  of  the 
experimental  pupils  compared  with  the  control  pupils.  Graph  VIII  is  offered. 
A hundred  pairs  of  pupils,  each  pair  consisting  of  one  experimental  and 
one  control  pupil,  were  selected  at  random  from  a much  larger  list  contain- 
ing the  pairs  of  pupils  whose  initial  scores  in  rate  ’were  approximately 
equal.  To  facilitate  comparison,  the  gain  of  each  pupil  was  expressed  a« 
a percent  of  his  initial  score.  Graph  VIII  shows  that  the  gains  of  the  ex- 
perimental pupils  are  grouped  much  more  closely  to  the  ordinate  than  the 
gains  of  the  experimentals . The  larger  gains  are  made  almost  entirely  by 
the  latter  group. 

ft 

Measurement  of  the  Comprehenslon  by  tlie  Number  of 
Quftitions  Correctly  Answered, 

As  mentioned  previously  the  Courtis  Index  of  Comprehension  is  a 
measure  merely  of  accuracy.  It  does  not  reflect  in  arty  way  the  number  of 


l y yy)  'yyi 


\ 

flH- 


, -i  :'^-’ 

*■'  :,  ..  ■ * H\- 


f'  rM\if.\ij[:^''-i  yiA  ^■■-  t *10**  • ’'P* 

*v  • '«5ci'.*':  a*r»:'  *1  •'  i»Vb4  - 't'  . ‘ic  »■  cwiSffljrio^ncc 

■A  htia^t  V.'  fv*’^  V'-*';  • • &««.»  V-'  vJi'TC-i’*  w»*-v  I.i  (**»f> 

.;  f : iv  irenf'H  er’-'t  +ffr<'  vHjeiii  : iq»-r  t^ 

»r  ■.-.•]•.•.«.■■  *;  ; f « - >'.|f  <■<„■*'  rr  */4e  Uli  r.l0%l  cV 

^ IP- ,f ‘f,  ' ^'.  ''f-V  t*  ^ p,'  '*  ,£>/v  ■ * . '■  TT  ' .^i:C'  W*C''i  - 


*j  i^’pi  ^ 


. #0  a ties  re  ttt'J 


'>  *' 


r ; :r  : ;> 

'i; 


':,;  ,'J  'Umc;  V 

,-  . : ,?t»i  t)i{r  ; JSW'I  -’i.  >«/•*  ‘ ;-t» 

'«u',-fi’  »r'  • V'j  ■'I'”'  ’''''•  ' t^-'‘  ki^^trsc'1'*'  't^  ■ ii 


, - tcf  j?rti 


<T  ' I 


'■‘,: '4'- 


S-*  ■ 'A 


-fPvJ 


••'  • ;•  ■••‘«*V  ^.■  ' • -I?’ 


pi(^  4to  v4»''*,  ;pfX  alj 


ui  *10  r.-^  4'«r?  oT  ’ ■ ' '' 

y • • , . -'  . ''  " ■ " ■ 


> f/;  ^ 'W4»  . •fi-'.vt'r  'J<?  Jiniisq  UV 


■:m  «* ',-i.-.^  ^•^i'  *>' 


- ■ f 


• ■ ,',V  • _* 

f*r>£T’  ■■  ',< '•'^  hO^oTc-t  fv>/n00‘ 


;.  ’A  •’,■ 


!; irn  ■'.•■- -T  /'.•f’ n ?‘Tcc«  Irii'i  i'fi ' ’/ ■ ' 'X*q  ^o. 

If  '.  f 'L ;.  . - 


24.  *‘c,f?c^t'i3is*  O'  ii'V-^'.  pi.  i®  7) . (6  4*4.  f' t'rsl'f  9 “■4r>i  f oT 

’.o  ; ?;  ■ ■;.  rv'  ':  -i  y I n^i-f  5>>?  ^r. ««']. 

4...  . v'  '^i'^  ■ of.  r ■•  ':c«v*  . ‘ 4»^i,  y 1?^  4 


. 'i ..  .*»  i' 


3i  ,.  ■ 


!4' 


■,^»0'V?  'Jt'liAf  •rU-  y 


A ■ : ■ '•'•* ' 

'rik-iix 


..  e--  ’^v  ;•»  H-.’^.*.'.'  •■■/,,:  ■“;//;  ~ '* ■**'3’»teiw '''{H 


R Ii>  / ;>  ‘ ».■  ■•  V . ' ■•:■;'!;  ..4j  'fflvc  Iwnnff  !>sroUafssi 

7'.. . ;,*■  ' ■ ''.7 


'c  *.  <«■  ',' 


'v-ir  V.'-Ii  .•,i'i>-  .»W4  ewjl-'  41  A v7".*w4» 


7 /. 


/^erc  e /f  7^ 


■<  _i-’*  ■■  _ X •' l~T 


':.  . ar ’?»..'■  - *'«-* , * : '-  •■  > ■ ; - •;  .>  - • .r^ywi  5 ^ i ,-  - 

. '-*!*=•  r..- ■-  -e...^  ^ x^- 


,'- ;-"?v:4!-^’^-s  ..., 

• yt'ji  < 

V - 


>: 


-3^ 


questions  answered.  Wow  obviously  efficiency  in  comprehension  consists 
not  only  in  accuracy  but  the  in  the  number  of  actions  correctly  performed. 

To  measure  this  latter  phase  of  ccxaprehension,  which  entirely  escapes  the 
Courtis  Index,  the  number  of  questions  correctly  answered  was  employed  as 
a supplementary  measuring  device.  Indeed,  unpublished  data  at  the  ^ureau 
of  Educational  Research  at  the  University  of  Illinois,  shows  that  a higher 
correlation  exists  between  the  scores  in  comprehension  as  determined  by 
other  standard  reading  tests  and  the  number  of  questions  correctly  answered, 
than  between  the  comprehension  scores  in  other  tests  and  Courtis ’ Index 
of  Comprehension. 

The  increase  in  the  ntunber  of  correct  answers  reflects  furthermore 
the  Increase  in  the  rate  of  reading  of  a passage  in  which  the  comprehension 
is  required  and  on  which  it  is  tested.  This  device  makes  it  possible,  more 
over,  to  determine  whether  or  not  the  increased  speed  of  reading  effected 
by  the  training  persisted  in  different  situations.  For  the  mental  attitude 
assumed  in  reading  a passage  to  answer  questions  on  it  Immediately,  is  con- 
siderably different  from  that  assumed  in  reading  a passage  rapidly  simply 
"to  get  the  gist"  of  it.  It  is  thought  that  the  employment  of  this  device 
in  the  present  study  obviates  the  one  serious  weakness  Inherent  in  the 
Courtis  Reading  Test.  The  performances  of  247  experimental  pupils  selected 
at  random  from  different  grades  were  subjected  to  this  sort  of  analysis. 

The  results  are  presented  in  Table  XXVII, 

A very  marked  increase  is  shown  in  the  number  of  questions  correct 
ly  answered  by  the  experimental  pupils  in  all  the  grades.  In  fact,  the 
number  of  questions  correctly  answered  by  the  pupils  after  receiving  the 
training  in  rapid  reading,  is  greater  than  the  norms  or  average  number  of 
questions  attempted  as  reported  by  Courtis . The  average  number  of  correct 


-Mth  \ 


r 

4 


i -0S 


• ' * ; ^w'v 


i ‘( 


'o^  '-i  *^' * 

>,  ..  ;.  - ••  ' iJi-T  >■■■■•■,.  ■■  » 

'■■u.. ? '-,  ■>  .•  'j-jp  :"^  ■ ■ . . '■■  vl  l«>fr*:‘W<J  «»*•'.’  '»* 


"•  ■!<c'nTJ-..  ■ ;'J  ’■ 

• v-  ' .vv  i-  /'V,  ■»;'  •.  ■: 

■ V‘’, 

■ 5 - ■ '.  - : -,■••*  <♦*!  ‘tt- 

j?  rf)  JH  ' t.  ■ ' » 

• "'  • U. 

. •••  T'i  .*,>*•:«'>■;  Pfv'  -’  ' " wi#4i6ri»  n 

•r^j. ' ' .,.-  *.  -fA  ji*  v.-t  r-r^lNA  ,■  .';  ttV" 

^.-^1  ' * , •/^..’f'V;  •'  ■' *■" ■’ ‘ •»-  ••  ■ 


.):i',<i' 


, 'h'  '®I* I? 

f''  , Ji 

■ I^.-:  "1,  ‘ ■ <B' * ^ ^ 


4*',  ’ ■'  . • ' . 


■ • ■,  ..'■fw  ";  . ’ • ■ 

i pf  V ,.  t ,v  ' f Df.  .'  11’  A-  *'  . f ! i'  * . ' ^*-  ■’-.'  ' 


.,  .,  — • ■I'VtiP'.  C3if*»  • '•■■'-»!  -i  B<i,jtaij'i»-i*m?;.«j 

■'■  '—  ■ ' ;%  •>■;(■  ' ■■  '..  : ' ' '^’-v  ■■'.■  ','  "■ 

V c»»'-  ■ • (t.-.  y ■i»iii-.’--.  f-* '.■'•■  ■ 

't;  '^  ' 4.-  '^1  ‘ r 

I . ' ’ 'K»  "•  \. 


,)  •■■■  //  ;. 


.,<  ■ ■ ;■ 

K 


/',.  'lU*  V/ 


-s  ■ rr  ■.']■•  ?.'.<*  iff/ ■'■•■  -'ii  '’^*'^8  J^L_d4’- 

® '*  ' ■'  • 


cr-^cf-r-  ■';■.• 'rr  '^^W**^**  ^ U>i ^ 


'5^. 

•4^.  > 


l;f  J...:  r.;,.i 


4- 


■ ■ ■'  ■ ’'■:{*•'  '■'  5“^.' 


. .. 


''f'  ‘ . 


, .;.'■  . •■  ' ''  't^.; 


ff’w  rjjyrr- . r ar  •>  m -,.i' j I/  'iiC  “■  •'  V,'*^ 

j ; . I 


.0  E'.'.^. 

■■c  *I'A  i 

' / '"A  •;'?> 


(srf/  . ' " ' !<<'  it)  -*Ci 


■ ' ' 9T-  -^m^' 

• ■;  V* . 


■; ''5*  ^ ™ ^^  '■~’*/>--M 

w - . Jtt  „^|| 


,.  ,.::,---5a^. 


»'  ■’'  '«3U 


♦ * C'^  ^ ^ 

■ ^-fe.-l,„  - 


' *kii:i^9PO  ^ > %.^-f . i|^ 


,Y  / -.,VSl'~  ■’■  ■ * 


answers  for  the  fourth  grade  as  shown  in  Table  XXVII,  is  34.8  as  against 
Courtis’  norm  of  30  questions  attempted;  for  the  fifth  grade  it  is  42,1 
as  against  37 J for  the  sixth  grade,  43.4  as  against  40,  No  norms  have 
been  suggested  by  Courtis  for  the  seventh  and  eighth  grades.  The  average 
number  of  questions  correctly  answered  by  the  different  experimental  classes 
at  the  beginning  and  end  of  the  training  are  compared  in  Graph  IX  with  the 
norms  reported  by  Courtis  for  the  number  of  questions  attempted,  whether 
answered  correctly  or  not. 

The  conclusions  that  would  seem  to  follow  from  this  phase  of  the  in- 
vestigation are  these:  1.  Marked  improvement  in  the  efficiency  of  the  com- 

prehension resulted  from  the  training  as  shown  by  the  gain  in  the  man'  er  of 
questions  correctly  answered,  2.  This  phase  of  the  efficiency  of  compre- 
hension Is  measured  in  no  way  by  Courtis’  Index  of  comprehension  which  is 
more  strictly  speaking,  an  index  of  accuracy.  3*  The  marked  gain  in  the 
number  of  questions  correctly  answered  demonstrates  the  persistence  of  the 
improvement  in  reading  rate  in  a changed  situation  and  Involving  a differ- 
ent mental  attitude  --  i.e.  in  careful  reading,  reading  to  answer  written 
questions  etc. 

Comparison  of  the  Results  of  Method  I and  method  II, 

Which  type  of  training  — No. I - Training  In  i^apld  Silent  heading 
or  No.  II  - Training  to  Decrease  Vocalisation  in  Silent  R ending — proved 
the  more  effective?  As  was  stated  in  the  previous  chapters  these  methods 
are  substantially  the  same  - the  chief  difference  being  a difference  of 
stress.  In  the  latter  method  the  attempt  to  decrease  vocalization  in  order 
to  improve  the  rate  of  reading  is  made  a conscious  problem.  In  Method  II 
the  suppressing  of  the  elaborate  vocalization  is  accomplished  indirectly, 
by  directly  emphasizing  speed  in  reading.  Not  much  difference  in  the  re- 
sults was  expected.  The  results  show  even  leas  than  was  expected. 


t*  ■■  W' 


.■  - 

'■  • ‘5  • ^ ^ 

. jT 

, f 1 •. 

■<■  '^Xfii‘ 

’ ( j ii’V\\ 

■*i/4' 

' :U 

tcx  .;■>*  r ‘«  • 

* f 

■fr  Ov' 

, jfsiJ 

1 

A 

•r,- 

■u  ■ ^ . ■ ‘‘  ' 

. \ 

''•Si! 

■ V' 

■s*?! 

7C' 

^(i 

i 


' f- 


■jC:  SS'fCt;  ’ . filVOv' 


'!  Of.  f <;  I 


'"'it  ■ 


, -f  .,  V ••.  t» '.  ■* ';  „*  'f  ' •,..*■  ' v>-V  ‘A! 't  * - 

■'  " • '■  ■•  ' .1  1 ■ »' 

m ,:v;;K--  •-'.*/■ '..4 ,.:. ,.  •». 

"T-W. 'V  • .1.  • f .w,5  ;•».;■  r--»»  . 

J \^4  ^ v>.f  '%«  '.•: 

•.  e/'I.*'  '-■■J  . i 4« /rr-jJ-v.''  . ' • tcBtiii 

^o'  igx'  !'rr  ^ '«i.s  vrf  '■'?^''l  : "■•  ir.icV 

■ * ' '■  • - ’ ' y/|0’»’*T*^C‘p  .♦  f,':  1 • • 


. '!'■  V T/.  V», !”V-  '>'’'-J'  '*.0  ’ ■J.'''''  .'■*■•  . yj 

*“  ■ ’'■‘'V-V"'.’’  •-  ••’  , A ^■’  V ■•'•■* -‘. ’■••i M* '■''■•  ' ^'‘■ 


■ . V ■ V. ’.’v  • ' . ■' 

V:v-r*i3rJI-  'ax  ^ 

';•  ■ 'r--  ’ , , ' ■ ■■.  .y// 


- -l  .^  • .■  r ■ ' .:  ••.;  ''.WW,  f ■•-  •'Wl  • Jjff 


'•  ■ V-'-  . , -y,"/'*';''  .’  I 


fv'T'vt’lO 

^ V** .■' ...  f '" ■ ( X wiiSct ?r 

' ; <;.  'I-  '.., , ■ ■ ,"f  ■ '':'  , 

■■ : • 1 .Wi' 


I ' ■■  ,'~  ..■.^  '(."‘•^'v;  [■’■  , '7'  ..  ' 'X  t-^'  '*; 

'/''■.'•'•'•<;h  ••  *■>''  '■"•'*  ••'. ',*'-'V  * ' ■,■<», 

^ V ;,.^V^<tt\»!.itW.#  •:;^'?  a ^i' V;  -t  •'*»., ' ■;•.  . r';!,  ‘ 

^•'1*  ^ *'  ' *^Kjr 

•>v  ' ■ ’■  ;•  " -'^r 

■ijfeV  ‘ ’.  i\' ^'.*.1  ■*■  J . r - ■£ ' ‘i!f  i v-'vJ  *j;o 

' '■■  iipxcTi/i  f*  .f6i.‘. 

' ' '■  f 7f  Vr'’^c-  ',\i  \i-  m,,  - 

,\  . : . • ;i-  \ x.  - M\  / ' ■ ’ '■  ■ 7- ' ^ 

-u*'.'*:.:  y t (/'  'y- : «■„*  n| 'miJ'i  ;?It'  . . 


;ii  i JU'I'O’’."  • '<••:•  '7 ''  ■*,.': ''.1. - ■ iT,  . ■','r  , *!C 


4:^  ''fr6[--\y..rt^y  ,J  i}'  i,, '.  ("<r.  7^;7  I ;■*  >'^0#  ■■''''. 

: • 7 •..  y '-■■  '4; 

.'<  *f«*  '-'if  yl * ,'  4 j-iiv,.  i fi(i;;c , ,{  u 


Tf  ,*/ 

))Ay  ’• 


A 


’ ^ ¥^‘  ■'  ■‘’ 


•ijr.T  •.  ,^  ,,  ^ ' yy 

.-'•■i.'fcii.  tri''' ’ r 0 d 7 '•  '^!:’-),''*i  'Jr-  ;i«”t  wi*' 

^ .'■  ’-  '■  ' ■' . ■ ' ' '■'  "■  '■  • '.,)  ■'•  "'  '■  ' ’ '■  ' j,.', 

, 7 : ..'•  f.  *;/: '<-•  i i X r r ^ ■•- x ’ r.c J f •^^:. i f .<',z,p-,''  '4x/v:v< • ! r rrO  "•  •:  ;ist\'i »rtJ 

. ' '"■  4.  ' V • , ,..V:  ' ; ' ''  ; 

«••  *'■■  i.i  *oi:r-,$‘:-'  *:  srx'.-*  .”'i  5o€<yil  yiPlb.'.tt.yfiC  "’t-  —.fo,  •;**;  ^ 

. '"’  — '**“1  «AV  ‘t  K' .iSlvt 


■1 


{(>s 

i«r 


In  the  fourth  ^rade  Type  I shows  a slight  superiority  in  average 
gain--  4.1  words  per  minute;  in  grade  5 advantage  15 »9  words  per  minute 
rests  with  Type  II*  A canparison  between  the  gains  made  by  a number  of  sixth 
grade  pupils  using  Type  II  with  the  gains  made  by  a number  of  seventh  grade 
pupils  employing  T:;p«  I shows  that  in  point  of  absolute  gain.  Type  I has  a 
slight  superiority — 11*6  words  per  minute.  In  the  amount  gain  made  over 
the  corresponding  control  groups,  however,  the  advantage  14*9  words  per 
minute  rests  with  Type  II.  These  results  would  seem  to  indicate  that  the  two 
types  of  training,  because  substantially  the  same,  are  practically  equal  in 
effectiveness « 

The  Growth  of  Speed  in  Silent  ^leading  as  Shown 
the  Class  Charts . 

The  measurement  of  the  increase  in  rate  in  this  study  was  based  not 
only  upon  the  results  of  the  Courtis  Silent  Heading  Test,  but  also  upon  the 
daily  class  charts.  The  daily  progress  of  each  experimental  pupil  was  recor- 
ded on  his  individual  graph  by  showing  the  average  number  of  words  read  per 
minute  during  the  total  reading  period  on  each  day  of  the  training  period.  The 
median  rate  of  reading  for  each  day  was  placed  on  the  class-chart  which  thus 
reflected  the  progress  of  the  whole  class.  The  fact  that  the  class-chart 
records  the  progress  for  each  day,  enables  it  to  reflect  the  character  of  the 
growth  in  speed,  gradual  or  otherwise,  which  the  three  Courtis  Tests  naturally 
could  not  show. 

A number  of  class  charts  showing  the  kinds  of  growth  in  speed  are 
presented  for  each  grade.  Graph  X showing  the  progress  of  the  experimental 
group  in  the  fourth  grade  in  the  Lincoln  School  at  LaSalle,  reflects  a fairly 
regular  growth.  The  only  appreciable  break  in  the  continuity  of  advancement 
occurs  during  approximately  the  middle  of  the  training  period.  The  curve  of 


-'v,  vi-'i'-  ■'  <*  ''*,*r  > -j  c*  c' I.**  --n 


!<'  V i 


V ..i  dr 


tltei 


•I? 

rl 


, T’JjT  ♦••'■?.. 

>r.  '<  v?.’ 

9f  ♦*“ 

*■:■  ' 

- _ 

M' 

/4'  r i * c?Y:'i(' 

■..'O'  >‘fvx--  '•  i 

f 

1*  f ^ 

‘~y. 

, •f'"! 

*f ' ‘ 

m-o 

• 

• '■  ,r  '■ 

• «*'■ 

.■;'5« 

t 7t!>y.'7 

?«r  #fcn7* 


; .;  latfr?-  ‘ ^*Hdfu‘  ^i<\*  ;■'' t iiVn^w^Rvitf;  dau.'^r'C''^  aef^v:^ 


7- 


'.*•  ' (Avk 

}',  i'T*'/’  ^ ■ 


. se**!i£rl  io*1t 


••■  '/;,.•  Xu  Oi.  SL(^  |D 

■,^i  • :>^-Ll!  5i£X  i.  - 


^ .id  i, 

’*>  r • i' 't  eft-’*  ( "•?*  B«dTT|n<j  vli0&  «eii^ a 


V 'A..- 

•i' 


3/.-04-  •^^  ' .'«?  '»c1 

j'fafh-'-  :.f-  ^ *'  ■■  f-i.  •?. ;&l'^  u sk»q|$,  \o  e<ae*;^orf  #4i4> ' 1^-t 

(«r•^'■'  ■'".■"■.“'rrr’P  .wut  «s-j  ii  4»5ifcai'  - *fC'1  «/Si  •A'sooo^ 

:■  ^ ■ -'  Vr'  , -wrT  -'"  ■‘'^'J 

i.:^'tt^4ec\  d,^!dr  eiv^-auM-oi  to  tfi  fWwfjT'* 

--Vi  ■ ■ ■ ■■  ■ '■V'^^'^  -N^''  " ■■V:3'^,'..,  ^ 

,..>,  ,,  i..  ■'  . ' , .uforfir'Xoi:  liii^oa 


•»Hh  tifrs^v  ui  dvWj:g  ^;‘.  ?i t-^t 'k  ‘ 


5.  -i. 

f , „ 'i:v 


^■r  ■/■ 

it'W 


-u  jt-i  /.ndn*'?  X »?7j0^r.'  ',  Mo**  '•‘Bio'S-  f 


V •- , 

\t'i>':  ^ :f-  l^'t,  .fcl  rJ  o^iJ'I§i  ■ »lU  /♦X'quOT's 

;.  ■•'•  '■  ■■?  '^-  v ;'/-  V', 


' : •■ 

,J,,  , , ■ . -■  ^ 

I. ‘I  ‘;o  rmi^f  ■<*  *j,<:  ,-a  • fvf#;  •.i---'-«^i  ^i-tr  -fit  .>;JVV-1S 

. '.  ^ ^ ...  v.,^^ 

.0-u  » ;■  ^ s-;.  .■‘r!li>i-?i’{q,  'X'.;  ■ .7  , ^ ^^.J|4I'  «ilJt  7i;^ 


■’'1 


1 


^treator,  Illir70iJ~  Qran  / Jc/foo/-  Ora  e/e  /-  // Pee^//<y  . ■ 


9 /O  II  //  !3  H.  15  16  n 18  19  20  Z!  22  23 21 25 26  27  26  Z9  30  3!  32  33  373536 
C 0 a jeca  /^n/e  ^choo/  ezayj. 


AJ  0.  XU 


Ithno/'j—  Q r a </ e Y ~ 16  P(ypi  i^. 


6 9 to  //  /Z  /J  /<f  /S  !6  //  /8  /3Z0  Z/  Pl  23Z<fZSZ6Z7  Z8  2Z  JO  S/  JZ  J3J7JS 
Coopecot/oe  <U'c/?oot!  c/a^tj-. 


7 S 9 /a  //  /7  /tj  /7  /S  /6  //  f6  /9  7a  £/J7  79 77  ^ 77^  J/  9^J5JfJS. 

C o /?  j c C u a /c/a  iJ^^c/?oc//  (Tci//^. 


M o r c/j 


174 


ill 


•rw 


7 6 9 10  H tZ  U H 15  t6  17  Id  !9  £02/  22  2J2i  2526  27 26  :■ 
C onj  e C(/f/ue  Jc7?oo7 


KD 

-1  QO_ 


improvement  shown  in  Graph  XI  reveals  considerably  more  f luctuations.  ^ny 
of  the  irregularities  in  the  curve  can  be  explained  by  the  changes  in  the 
subject  matter  to  be  read.  The  reading  books  on  idilch  the  rates  of  speed 
were  made  are  indicated  in  the  Graph.  The  median  growth  in  speed  for  the 
seven  fourth-grade  classes  comprising  11?  pupils  is  shown  in  the  composite 
Graph  XII,  The  curves  are  smoothed  in  all  the  Graphs.  The  dots  represent 
the  actual  averages  from  which  the  cxirves  were  smoothed.  The  median  growth 
in  speed  for  the  fourth-grade  classes  is  on  the  whole  quite  regular.  The 
median  increase  is  from  I63  words  per  minute  to  310* 

The  curves  of  progress  for  two  fifth-grade  classes  are  shown  in 
Graphs  XIII  and  XIV,  The  markedly  irregular  curve  of  progress  in  the  latter 
Graph  contrasts  with  the  general  smoothness  of  the  composite  chart  shown  in 
Graph  XV.  The  increase  is  somewhat  more  .marked  than  in  the  fourth  grade- 
being from  133  to  approximately  373  words  per  minute. 

In  the  curve  of  progress  at  St.  Mary's  School  as  shown  In  Graph 
XVI  it  is  to  be  noted  that  the  growth  in  speed  is  much  more  marked  in  the 
latter  than  in  the  first  half  of  the  training  period.  The  median  growth  of 
three  sixth-grade  classes  is  shown  in  the  composite  Graph  XVIII,  The  curve 
is  not  so  regular  as  in  the  previous  composite  Graphs. 

The  curves  in  Graphs  XIX  and  XX  manifest  minor  fluctuations  tho  the 
central  tendency  of  progress  is  strongly  in  evidence.  The  composite  Graph 
XXI  showing  tho  growth  of  seven  seventh-grade  classes  comprising  II9  pupils 
displays  more  smoothness.  The  increase  is  from  220  words  per  minute  to 
approximately  490.  In  the  composite  Graph  XXIII  of  the  three  eighth-grade 
classes,  the  steep  upward  elope  of  the  curve  is  more  marked  than  in  any  of  the 
previous  composite  graphs.  Moreover,  the  increase  is  consistent,  and  there  is 
no  indication  that  in  this  the  highest  grade  improvement  might  not  continue  to 


s.  ’,Xcii '« tXiwr**^  IT  <#'/•»  if  nic,r>  ;»n^i ‘-i:  t«*.I 


^ f xtf  ' ■ !;■'■* 0 3t^J I ’'  -‘J^i'5  r ’"uic  1 1'.,^  ^A  '^.ovti^'  r.-'i 

tv.  'if:  r<cjr|*v  r^  «<>  jK’  >90  A>" 

■yrj  -io''  J'.  'v.-r  iil  if.r^r-'V  J.^:ir.i?si  0«^  nJ'  ':  '■>.♦  c?-" 

i-T^  -A  tt.r<v}.  «i  vjX  ').■,.■<>•-  •'‘'  -l^-- ' ♦ '.vo'*  af^  *r 

Oi^c^  frH?'  . w:  kTti»‘»^  f-i?  XXr.  ci;  - T/"  ® d<{/J-fO 

C*'T  . wrfi'*-'-  ■ •'■'f'jT.’  i^vrv:r  0t  rtOiT.v-  ■:  ’ 

- » . \,.j  I 

c!r‘\  ,*.’&r  ■«•"  k JiiTf-  ^f'-rV  CiI-’  ffo  ii  •i-r?  ic  ■ 

■ •;  , AT  « f 'TX  tftcfx  »l  iit 

J^I,VTr  v^v.  S ■ P ■’'  !?;'  ' 

tii'rmel9i  t>-i#  «a>> 

'iXM 'I  0 l'  ’^o  n '-t  .•<;  r:  T r . .'-t”  litX 

rut' iTW0;.»  Jn^rit  o.U : t;.  oo  «?i  .?ts.  >r.«anr^*c,V)k-  tf'-  x/^lniroo 


-l-f  /-. *'•••'  r.t-;;.''^  : •^ ’'  r t ‘ 'j  ■ i.**''  ^io>*  .VX  dqii?*^  ,. 

- • » ' ‘ 4**^  ■ ■ s ^ ^ ' 

A'y‘A-!:  , V . . , - ' ’*^  ■ 

* • *'  ' fcii  it  J"'  '■''''  ' 

^•a*';0  if/ -wN'-i*'.  'e,  ..}v,  5s»,^f _fu  .v  ■ '.;• ' 


' ,-i^  ; -.  V , J}  ; ■-;?  I-' 

«v7{'f>  i-r^'’  .I;IXVa  ««'»cf 


, . . ' ;/:T  V-'  C.fe'  <ivt  'IjS  'WT(i:p»'f  ,^oa  4l 


• tS  a."  •'■■,5i  f -I'Jf'jiin  •>■-'■■::  ii*  K*  *»»««»  *«'  ' ■'’  ■&:'■■■  . 


*•"/  ^ ' 

^ */ *■  ;Qi, I s • nCiWj©  !l€*v%fl(  *io 

’<^i  ' rvj  »"'^'C•.'  -:/J^  ooii  fl  ir-’iri-A  ,V?C  , P1C£J  | 

* ' ’ • • --I 

, •>  cer':‘  '•'<  U-’ T>  '^iv»r  tarot' • "'“i- 

A ’^v'X's  • .t  oc^vM  ^ 

/i  '“  • .••■■:■. 

* • mi  fT.v  '.  t-.u  ,.••»•'  r‘-«.-r,r%  ■ • f;'  , ;-  'c  -wT. • hiimc'  vj  t.u^i*ir^ 


'^  ,0  • :•  .-..t.  -'-u  T‘:t  VO V^if’  .t.if  ,»  rJ 


^4.1  iM 


'/■ 


J, 


TABLE  XXVIl.  GAIN  IN  COMPHSHENSION  OF  THE  EXPmiMENTAJ^  FUt'^lLS  AS 
DSTKRiilNSD  BY  TliE  NUMBEB  OF  QUESTIONS  IN  COUBTIS  TESTS  COSSasGTLY  ANS.SimS’J. 


... 

Grade 

Number  of  Pupila 

r I 1 . j 1 

\ 

Beginning  ! 

, . ,11  , t...  r 

End 

Gain 

IV 

9? 

23.9  1 

34.8 

10.9 

V 

•47 

29.6  1 

42.1 

12.5 

VI 

5? 

33.7  j 

4o«4 

14.5 

VII 

50 

45.3 

L J 

58.0 

12.7 

VIII 

46 

57. s 

L.— 

„ i-Q-7 

/ 


TABLE  XXVin . C0MP/tf\I3OM  OF  (FiOiSTfri  OF  SFEEO  IN  SILENT  AEAHNO  OF  23 
GLASSES  IN  DiFFSftENT  OA/OJES,  A3  DEmSalNED  BY  'HiS  COmTiS  TESTS  mm  THAT 
COtlDED  Oii  THE  GLASS  CH.iRTS . 


1 Beginning  J 

End 

Gain 

Per  cent,  of  Gai» 

Courtis  Teats 

j ] 

i 189*6  ! 

295.9 

109*3 

62;^ 

Olees  charts 

i 228  1 

4ii 

-Jii 

■ .-...m 

Table  26  is  to  be  read  thus:  At  the  be.^iimins  of  the  training  the 

median  rate  of  speed  of  the  23  classes  as  determined  by  the  Courtis  Tests  was 
189*6  words  per  minut^  295*9  words  at  the  end  of  the  training.  The  median  gain 
in  number  of  words  per  lainute  was  109*3,  the  median  gain  in  per  cent,  ms  62;, A. 


TASIdi  XXIX,  THE  AVER  AOS  READING  R ATE  OF  BOYS  AND  GBLD  AT  THE  BSaiNNlNO 
AITD  END  OF  THE  EXFEIim'HT  AND  T*L?.  RilTFaATIYl?  AMOUNT  OF  GAIN. 


Boys 

Girls 

Average  Gain 

Girls’ 

iority 

Super- 

in 

Grade 

So,  of 

Begin-  j 

End 

No*  of 

j Begin- 

End 

;joys 

Girls 

Final 

Gain 

Boys 

ning  ! 

Girls 

ining  .. 

live* 

III 

12 

J 

137  i 

231 

11 

1 

152 

254 

94 

102 

23 

8 

IV 

49 

144  j 

220 

53 

157 

234 

76 

77 

4 

1 

V 

27 

154  1 

276 

22 

1 170 

266 

122 

96 

-10 

-26 

VI 

19 

192  j 

288 

32 

1 196 

289 

96 

93 

1 

-3 

VII 

38 

195  i 

315 

64 

1 210 

326 

120 

116 

11 

-4 

VIII 

^ 

.Ml 

24 

140 

.. . -14 

rlL 

Table  29  is  to  be  read  for  grade  3 as  follows;  12  boys  had  an  avaruge 
rate  of  137  words  per  minute  at  the  beginning  of  the  training,  231  words  at  the 
end;  11  girls  averaged  152  at  beginning,  254  nt  ond;  boys  gain  was  94  words  per 
minute,  the  girls’  was  102;  the  superiority  of  the  girls’  final  average  over  the 
boye’  final  average  was  23,  the  girls  superiority  in  gedn  over  the  boys  was  8 words 
per  minute. 


' t * 


V ■1 


6 ■ 


♦ - > 


■i 


■'!  , ' 


'{' 


i.iv,  \ , 


•)  '■' 


. ^ ..^-  '. , V-*  ; 


;*.  ' ■ ' .1 


’ «'4fi 

>■?  ■ 


< 1*\  ,je-\  \J  L'" 

• # . t * 3i»  A ,/^  ! ^ ' “ ‘ 


. J . 


f'  f 


T ■ , ^ vP , { V 


L..H 


"f  V 


■'  1-.J  ic'A^y  ‘ . 

1 

t 

• r .i  .;/-  ‘.J  ; 

< ' 

^ V'j 

! 

( 

' ^ : V 

• ^ 

f ■■ 

1 

. -t-  T - 

' • 

<\s  ^ ^ 

■ fi  ’ yiH** 

..J,'a..‘.„.'4S£t... 

■'•■'tti?*  ;(‘  - V'*--  • '■ 


’’■  V . • •*'■''  ' . ... . . 


)i 


■HP  A 


< - .-  . i.-  ' 

i ;>;  .i.'JJ./X'.PJ-'Sf-  ’ ’ I'V' 


• r 


^ ^ . /.  ~uid^  ^ 

• 'i'  ■’  r^  ”-'i-- J " - 

:•  ■tl^^^^'X 


, v->.  .Vf 


Oeti  (f.  V:Zi:tiLXy::> 


•: :. 


we*-  ,■■••  . •■'  ».■»«  * V-  ,-.< --  - - • r . ....  ^-'  . ....  ■,..,  ■.  ■ ,- 

c'.^-'  V Juo:.  ■ V- ^ .‘i-ic";  iUl*  Lu  •■'  v;^*  ■ ».v- % <t .' . ;«i*  ' ■ -t-«  •♦4 .»  f »fa^-  -« 

*'  ..j.  - .ivl'  .1^  V’l- 


, , ' ■•.  ■ ■' ",  i.'';vvv  .''I.-*  V . 

W'N‘,'|.‘  f ' ■ ' -T.J.  ','  ' ' . . 

\ aijf^ac  w>‘ 


' ■ > t ».'  r ^ 


t 


,. . ...,: 

.^-,1,  •'■•  -^  -I  '.  ^ -iv 

r.nrns-  rt«n>^-rji'^'s.v.^--i.a»5r54*i.;JK:r.i.tT-^^  ^»3J.-aas4^a-Xiir?rr ..^rs^jra^ - ■*  * ^ 


' * 

...i. 


y'<.’-  ■ , .,'V  " 


• I <. 


'•■•  '■  ^ ■ -Xii!  ’-  ^ - • '-•  'i'^.  J 


4.  ^ .4v" 


V ^ ^ y»->»  « 


^•  , u 

■ . . 

’’ ; ’ * ^ 


/ ^1 '-:’  i 

Si 


itr*:: 


^ r^rAl  ^ 

" 1 ' ^ ■ 
; ♦*  1 } ^ ^‘'' 

•> 

I. 

^ x-'i 

> . 

■ 

! 

■-V 

' "i. 

r"' 

( 

{ i '■•■  .•--?;■  ■ 

i ■^'^1 

Ss: 

:'.•  X.  ••  .x<-- 
1 o^.^  . 

. « 4 ^ V ^ ^ * 

.’*  f 

• i 

or 

i.. 

J nj. 

-1  »i- 

't 

■ 

• .1, 

-v%- 

' ' * * ' ,'*  ^ ^** 

■•••  •»■  >»/•  - *'  • 

L ' L. 

' 

X: 

’■  ir-^-  .*■• 

..  ■/ 


VtrJ-- 


^ - 

!,^;,.,i  y ;.. 

\»  •.-  ■■  i-^  V‘ 


u:  .r 


v\  ; ^ .A.-  :.  .:  . ’r,4.  ;' v.»Iic2- vi , srV'*^; 

■ ':'  c . -,£  ft :•  .*  y.f*--  : I o ; ■■•< 


F 


•n  - ' > 


■ .t 


f '. ' 


i.  ;C  a£W  a\' v»'i*  p..  'tMV'*;  rl«'j  *"'i  *''^  '•■J'l  *'*  - 

.,.*  . ..•  , * :'•  “ ■■'  • "'  .9iunXa  ’w^ 

■ ^...^  - -'  ' 

■6. 

is  ! ..'.r^v. "'-...  . 


n '. 


V 


i%2 

4pf; 


an  indefinite  extent  if  the  practice  period  had  "been  Idnger* 

Table  XXVTI  oomparec  the  redian  rate  of  speed  of  23  classes  in 
various  grades  os  detemined  by  the  Courtis  Reading  Test  tdth  that  shown  by 
the  class  charts*  The  table  sherwe  that  the  aniount  of  increase  in  speed  as 
recorded  on  the  claBc-ohortB  for  the  different  grades  is  greater  than  that 
manifested  by  the  Courtis  Tests*  This  is  d\ie  to  the  greater  st>imilction,  tlie 
greater  pressure,  that  was  brov.^t  to  bear  upon  the  pupils  in  the  regular  daily 
training  in  rapid  reading*  The  individual  record,  of  the  class  chart  etc*  was 
not  applied  to  the  reading  of  the  Courtie  Test* 

In  Graph  XXIV  are  shown  the  rates  of  all  the  grades  at  the  beginning 
and  end  of  the  experimental  tredning  as  recorded  kki  tiio  clast  chart*  The 
shaded  blocks  in  the  Graph  call  attention  to  tlie  anount  of  gai,n  in  rate  r»de 
by  the  different  grades. 

In  short  the  results  of  the  claes  obai’ts  offer  a rather  striking 
corroboration  of  the  general  conclusions  drawn  from  the  data  afforded  by  the 
Courtis  Test* 

Correlation  of  Fate  of  Reading  with  Sliryle  Reaction 
Tirg  aiff  M^sor i^n’^ iw.  Re  ^otlTon  Time. 

The  atten^t  was  made  in  the  precent  investigation  to  ascertain  the 
correlation  between  iiie  rate  of  tiie  neurological  factor  funotionir^  the 
reading  complex  and  the  rates  of  simple  motor  reaction  and  discriraination 
reaction*  The  test  for  simple  reaction  was  the  cancellation  test  A- 4 descri- 
bed by  Whipple  in  his  Llanual  of  Llerrbol  and  Physical  Teste*  It  oonsistB  of  the 
simple  crossing  out  of  gooEactrical  figures*  The  disoriioination  reaction  test 
called  for  the  cancelling  of  only  the  numeral  9 in  lines  containing  various 
digits*  These  tests  were  administered  to  the  pupils  in  the  fovirth  aid  fifth 
Trades  in  the  Goodrich  Sohool,  wiiose  rates  of  reading  had  been  previously 


1 , ’ 

(' . ■ ' ^ 

' « *,'  kMilu 

■ ' *'.  •■Tri 

' ' '**  • 1*4  ^ ' '1 

. f ■ 1 ■•: 

■X':V’ 

;'’i  'V'  b*  '■  ,’  -'  - '■  J 

- 

V 1 .'■  ':<■  . 

; 7 -.  1 ^ :,  ; 

' * ? • 'I  'Hr' 
i'  " . 

■3  :;>  V Xr 

• “ ' ' ^ ’ J ; ’ i 

b .>X.v 

' - .X' 

■ "'"X  ’ '.A 

■-  ‘f-  ■ ;■■'.  * 'f'" 

.";  * ■ ,)■''  jfrt  ,‘ti'  •-b/'  '7'»'  . ';  ' 

: ■ '*•.•  v.x'f ijrx-  .51 

? 

7r  '77  ' { X 

IS  - 

■ ■ ,j 

\ " » rJ  .’'l.ln  J'  ; 

- ,>  ••  • J 

• T A - ;'  ■ r-  ■ ' 

, i . Ji  ii  ■£  'v'-*  0*- 

. ^ V j 1 ‘ 

<•' 

■.’  '‘vr  i i,  -.^i:  ■'  . ■! 

■■  -■  :7  ' .:  ■ / 'X 

X %■  n ■ o.i  •■■'■X  ; ;-,-i 

M > V.  ', 

[f  ■ • ^ 


r;  V,  i't  ' 

■ -■ 

' ■ ' *• 


'(■  - 


. i': 


;’■'  , ->r  .■  ''c 

;*  •■•  ■•  fr  • '■■ 


sr'.  V-i  „• 

" i? . Tf  '§:  i '-*■  f. 

:T^“t  tti.  ttM.  ‘ ".  <>  r ’■’?■'•:■  to  i *•}•*•••  -'  ■;'  ” 


. ^-\^  « •!  - 0 •;'.<“.••■  'o-*  ^ 7 

■ X-V  ,.  .. 

, -x;‘V  •'■  I ' ■ • 

■• ' . ;r.  " . 7"  ..  •':■■  '.'ll  ■ ■..’•-  ;i. 


• ■ 7'.  '.  •■'  '.  •,'■*■''■•'!•  •;'.'!. •■^i  -..  ' ■ ''  . . ^ ‘ ‘7  ■ . ;7' » ■ ■••‘•-v'*#''' ^ 

7:''?  ^ " ''■■7^  ■■•■‘r  ■.'-x  ■■  i-Xx'  n. \ ■'  ' 

X':' ■>  ■•’f';  ■'  . 7 iX'-'- ' '7'%’ • ■ ■ -‘  f!  ' ‘ “■  t '''  ' 

'■7,.  '*•»-'*  ' f . .*  , ■' '■.i'  ::  ;f  ' ■ ■■  ■ -■  '“'I'  ;;  ) . .f.  •'  ‘''  '■■■  '.  . 

' , ■ “ ■'  '*  X, '■  - fi* : r i ' ‘ ' -'b  ,^'X  tlhx  ■ ; '■ 

"''  '■*'  ■ -V  ^ ‘‘  ■*  ■'  ■'.  '■  ' -(  ■ ■ ''■I'. 

■X''-  , -..'  ''  '''"  •■  :X  V,  ■"  ,4 

B : x :;.  ^ : * 

fyiS  Ic.  ^ .f'iU-  PA  *'«  ?■  V:-  '*> ■■  r 


..  i.'.lt  •>.  A'V.l  -J-  • . . :, 

■’  ' ■ 


' ^ \ - ' r -•■  ■ 'FT  ‘ ' '_jl'[W^ ■*  1 ^ . 'i 


N" 

r- 


.,■.>' ,ji'-  - ■S.-' 

■ ^ * . .V* 


:!:’.i  Xj.  ..;  ...  v77^;?; 'V''  'i<i  , ■■!, 

r.:-/  ;■ 


' .1*.  V 7 7 7^'  ^ 

i '■  U*’"  ^'* 


■ > ■•':%  t»“r- 


‘i-.* 


A I 


L 


* i 


; - 


•*  *7  (6<K 


,7  '•  ■Xt'^'  . ' iA  X 9^A  ^ '^'C  7 

. ■ X-^.r!  '■  -■  -!'■  '■ 

'i-b' '*■'■  '7.  •'  ■'- 

-X'.i-'  : :.  .}^'7  (Hx-r  ' , ■'  •'  bi'ivt.  1 ' 7,' 


f -•  pA 


T Q<?- 


inoaBured  by  the  Courtis  Test* 

The  oorrolation  betwen  tlie  rate  of  readinr?;  and  simple  motor  reaction 
Tsras  found  to  be  quite  low-r  being  *214  for  the  fourth  grade  and  *2?8  for  the 
fifth*  The  ooeffioient  of  correlation  between  the  rat©  of  reading  and  the 
rate  of  disorinination  reaction  wae  oomputed  for  the  pupils  of  the  fourth 
grade*  The  correlation  In  this  case  was  found  to  be  somewiiat  higlier  - r being 
•435*  On  the  \diole,  the  oocffioience  are  too  low  to  indicate  the  exisbenoe 
of  ary  very  significant  positive  correlation  between  the  rate  of  the  neural 
factor  functioning  in  reading  and  the  rate  of  either  simple  Biotor  or  discrim- 
inatory reaction,  tho  the  correlation  is  soivewhat  more  in  evidence  in  the 
latter  ease* 

The  Factor  of  Seg* 

Table  XXIX  shows  that  the  average  rate  of  the  girls  is  slightly 
higher  than  that  of  the  boj’’s*  At  the  beginning  of  the  training,  the  average  rate 
for  the  girls  was  higher  in  every  grade  except  the  eighth;  at  the  end  of  the 
training  in  every  grade  save  the  eighth  and  the  fifth*  In  amount  of  gsdn  as  a 
result  of  the  training  the  boys,  somewhat  surpassed  the  girls*  The  training 
in  rapid  reading  was  rather  intensive  and  somewhat  strenuous  and  it  is  possible 
that  the  neuro-iausouiar  system  of  the  boys  enabled  tliem  to  profit  by  it  slightly 
more  than  the  girls*  Both  sexes,  however,  showed  very  marked  gains  in  rate  in 
all  the  grades  and  the  differences  in  the  amount  of  gain  made  by  tho  two  sexes 
are  too  slight  to  be  of  any  special  slgnifioonoo* 


'.V 


;irO 


?.  \ 


5<« 


%•' 

.,  . i;»:v;  -.  - »:r«*  «M;!Sia  iV^  , j.  >!i*4.si  C 

‘^'i  ' ^ ,v  tv?V(r  ;;  '<v'*  /r ^ 

Vj’.;  r;„  lO  tx>M%  ' .'  r •,'*►'•  i-'  :v  V J ' *>  ^{01  tx:  . 

t>ds  'XKi  J»X  '>  V ''p'.'  /K.'-  - ifeX'f:- i tliC 

Ifvi  '*  t f -'.-Vi  tT'jv  ‘•<'f  V ' ' fiX  r-oiv  , 


■,  ..s} K /...%>,  ?>.■  .K’iic' '.  I v c-’*  :/%’  .a"  '->^  5tf  . :to3A  I'j;.  , •>;.oi*J|'  «*'X4 


Jr  ' I’ iiriin  'JJ?  \5rie  u 


*K  -K'  V vX;,-..  : ■<:>  .-v.'i  fv. • ,f>  ■ rX 


>, ..;•  r.  • jr,  'v<-‘:'v  r :.  » .•>.•.  «>  ro.L-r'tJ.  »-r':oo  o r . '.'r>rs  xut-iiy.i 


•’ . :i- 


t ^ 


■ , » . . t. 


.«>«■/,:;<•'*.  - i'* 


,.'..5" 


3..‘  #sr’fj‘  -“‘''’.f  "j. (.r*-*!  j."' r..  j fr.'.;  ; iTLf'Ti 


. vir'’'fm7  v.'rtir  Vi  •■'X'  >o  . : i'i  aii  ^ ‘ . ■"•-‘w  ■»  -■--  *^'-'  .if:  "•i‘:5-L 


■it';'  c -t:  ;;  J '.>X'3  -r  wir 'i  X '«>**'■'  "c. 'il'^  vrrf  jSutit  ,t~d^ : ^ 

a Ast.  *»o  . Vv  f*r;i  M v'/.t,  -nn-*..  cJfc  ?■ 


'.T  ^ • 


:1/ ' *>■ 


Ji  Ij-’i.*-  ' .1  ii/i/'T' '.ji-.'TJ'-f;  «svJt*^J  ** -'i' J ‘T'V  .J,Ti  Jl^n*  ■' •f 


■.•••:  ’ Kti  Jt  \4  ■ o->  ;-.n-r:  j •» .«?  '!•*:>  •• « #5  4>u. 


,r'  ' :ii  iirixr.ji,  \ rjT  J^-r. 

aopciis  V -'tf  '■inii'  'IJ''  i'lX-lri;  'tO  i*r?^ 


4.  , "I 'T  ■ . > T*  ' ."  fjTI  ■•'>  ' ■ 

<n,'J  rtV  !f  K’-;- y J imp  ^9-.<y>rx  If  ' 


ClIAPTSi  '^x 


PK}’rOORAPHIC  RiSCORDS  OF  i35f)M:omiiS!rr3  DURTJG  RiSADIlia. 

A artandardized  ailoaat  reading  teat  is  doubtless  ©:^ablo  of  laoasuring 
the  rate  of  reading  satisfactorily.  It  can  detomine  the  increase  or  decrease 
in  speed  offeetod  in  a given  time.  Behind  that  sirtplo  factual  stat cement,  how- 
ever, a reading  teat  does  not  poaetmte.  It  telle  nothing  about  the  factors 
which  1x0  back  of  that  incresiss  or  doer  case  in  rote  — nothing  about  the  causes, 
approximate  or  remota.  In  the  present  investigation  an  effort  was  mde  to 
penetrate  behind  the  siisple  dotenaination  of  increase  in  spoed  as  sho^m  by  the 
Courtis  Silent  Heading  Test  and  the  individual  ciiarts,  into  the  nature  of  the 
modifications  of  the  ptiyaiological  factors  which  accospamiod  the  incroaso  in 
rato.  In  other  words,  ixnv  is  an  increase  in  speed  to  be  explained  in  teruis  of 
the  physiological  processes  constituting  the  reading  coit^jlox  ? 

le  the  habit  of  incroaoed  speed  achieved  chiefly  by  tho  shortening  of 
the  duration  of  tho  fixation  pauses  ? Or  by  a lessening  of  thoir  number  ? Or 
by  a ccaabination  of  both  those  results  T TMs  Sciicaidt  (18)  charactorisos  as 
one  of  tho  **int cresting,  but  as  yet  , tmaolved  problams'*  in  the  psycliology  of 
reading,  ifliat,  sioroovor,  aro  the  changes  in  tho  clr^ractor  of  tho  eyo-rnovemerrts 
of  an  individual  who  has  developed  froia  a slow  to  a rapid  roador  ! Havo  the 
novaciGitts  become  more  regular  and  rj^tiaaicai,  or  tho  opposite  ? lias  the  acquiro- 
joent  of  tho  Jiabit  of  increased  speed  rooultod  in  an  increase  in  tho  nianber  of 
regressive  aoveiaents  — which  aro  signs  of  raontol  confusion  — or  have  they 
docroasod  ? Is  tho  rate  of  tho  intorfixation  movemonts  and  the  interlinear 
** sweeps’*  affected  by  the  habit  of  increased  speed  in  reading  ? 


V- 


'iy; 


f ' '.-  VI'.*!'- 


•r 


f - 


'7%  ' ■ ' 

' ' 1 , . ■ or  » ' 

(,  ■(  < ..  -\J  1:  ■ 

.•?  ■■  <• 

V ('  ' ' 

---::•>'  , t:/S  T ' i M 

% 

. ',■  f>  ‘.  V o/  ' , 

^ ,1  •( 

t 

' 

A ' ) •fj'.'  •" 

*.;■■  \ 

■ ■ 

‘.  't  7-  :rir : a • 

/ 4^  - ' ^ * 

« %\  ■•  i 

u-  o*.  ' ■•«•>••••./  .•« 

j.  ..  '■T  .' 

' ^ , ^•'  *:r  : ;u7  '-i*  ■ . 

...  i X s.\  "V  L'  '■  C‘ 

1 : 


..r  - . .>  Cji  *)" 

ft 

I J.>i  .1  '•-•*  *i i,c.  *'Ajci.(^r5C»  "*K‘  V 


•'■'■  '?i 

V'  l Iv.'TT!^  r »““*  0 «> 


...  V.. 


n'  b..i*..  • > '-vir 

i.  ’ I 

J ;■■  • - V;  . **■«> 


f»sc1  1 '1. 


'.  L .:  *'w 

..." 

i!  ^ t <v  '■-  ’TV  , 

;r4  'i  #iX  «' 


j-  uJ’iniQ:". 

•’%  i"i  ' - '?* 


, " \ ff ' . ••  i-  •‘'  • ■'  • ' •.  * -X *':>?:• 


•#■  sa.-fi  V:t-|,..J,'.,_;i- 

'•  ’ ■ -■  ■ i ' A' 

;■.'  fl  '•■'.•  , - ^i' t:  j_ 


.<^'t 


'i  t.-  .■'1'^***^'^ 7/'  & j 
'‘-i  &'T^Xr’  ,;  :ri::^  Vv?^  • 


• . »V>>,  -;'A-«. 

•r-v  • ■•  >*'  i Wc:<H-i  i^f 4.i».* 

■■  ' ' ■ ■ ' :’'  '■  : . . v 'C.-'^r’  ■ ■ .■,ti.'^.‘  'I' 

i • ^,e.  > ‘ .. 


} 


-i'  .-r 


ii  • !-h':  t •■,  'll V ' xot'X'  to»  r-  :.. 

, • *^,v  . '■"•>/:-'■  ■:^;’f  '■  ," 

,.-j  / g-.t 

• ' V 1 k';  * ' ^ ‘ ,3' 

iht’  - nitf,’;'  ic  'ip*:-o.T“-ic:i  ; ?••,  ?-c.\  ' Jw  Vf»'  ,»•  ,-^r.-.-.-»;  v‘‘'"  « •'■• 


?.o  I • .'■  * * ’.t . i'.' ,/ j»y , ;x  ,■ 


,'  t . : 

- V'-.p^i  7 '' 1 i, 

•;■■.  ‘J,  »•  ,•*;  , J.,  .IT-l 

' . '“•  ; 

' ■'  . .'  1'  j « ••-  • > ;ii #•  X 

.*!  - '.J') 


7'  =,;,a-K  f . '•t'l'  7.  i V.>-V-1  iJi  'J . 

; "■  V;''  •■-  1- •■  '"  ■ • ‘ ' - 

V -i'v'  ■• 

■• . ''t  i i,  7/r>  'll  X Jr-W 

..■1  . ..  •,•'■  ■■.'  * .-  V.'  •■■■■■  ' ' ’■  , i 


' .•?  :•  ’ ,vi<-  -i-ijS-  • •’W’k.  -•-  ., 

, ( •'  " '•  • '*  ■ ' ■ 

f {>•;■;■»  >;7  • .>>  .‘'4i7i.iV.i-  t/  ,?  ''.'A*  't«f'  »V.,.rt  .■>:'• 

• ^v' -45  *,''7 f I 1'.  ' 

"■••;.  ■ ■■■  ■>:'.; 


ui.* 


y.. 


**-i 


XT5T5 


Theao  are  soma  of  the  interesting  <|uastioa3  which  have  been  broached 
in  recent  studios  in  the  tociiaical  psycliology  of  reading.  In  the  present  invoa- 
tigation  tho  attempt  ms  made  to  secure  somo  data  for  the  fojrmlation  of  at 
le  iat  tontativo  ansvyers  to  tho  above  ofuarios. 

For  this  purj^so,  photograpliic  records  ware  tahen  of  tho  oyo-movononts 
of  ton  pupils  whilo  they  wore  engaged  in  silent  reading*  Hieso  ten  pupils*  five 
boys  and  five  girls,  reproscmting  various  dogreas  of  silent  reading  ability, 
wore  selected  iron  tho  classes  in  tho  C^odrich,  IloniiricJcs,  and  Ii'anierro  schools 
in  Chicago,  which  wore  receivix^  training  in  rapid  reading  as  outlined  in  '%pe  I 
and  Type  II  in  this  mono^^h.  ‘ihs  elabor<ato  photographic  apparatus,  the  evolu- 
tion of  which  vmo  mentioned  in  Chapter  I,  and  which  has  beon  rocently  improTad 
upon  by  Judd,  G.  T,  Gray,  Freesan,  IcJiraidt , and  others  at  tho  University  of 

X 

Chicago,  was  usod  in  this  connection  . Records  wore  taken  both  before  and  after 
the  training  in  mpid  reading. 

In  order  th?it  coisparisons  might  paroperly  bo  uade  betwoem  the  oye- 
Eiovononte  records  of  pupils  in  difforont  grades,  it  was  necessary  to  secure 
sub joct -matter  which  was  adjusted  to  t’«o  coiaprohonsion  of  tho  different  cpradea, 
and  wliich  was  of  approximately  equal  difficulty  for  tho  pupils  in  each  grade* 

Tho  selections  in  Gray’s  Silent  Roading  Tost,  — Tiny  Tad,  Tiie  Grasshoppers, 
Anciont  Ships,  — having  been  carefully  evaluated  as  to  their  degroa  of  diffi- 
culty, proved  well  s^^ited  for  this  r«|»poso.  Difforont  passages  in  tho  various 
selections  were  usod  at  tho  beginning  and  at  the  end  of  tho  training,  so  tliat , 
in  no  case,  vras  the  complicating  factor  of  special  fardliority  with  tho  specific 
subject-matter  introduced.  The  instructions  given  to  the  mpils  before  rociding 

X The  writer  acknowlodgos  wit*  gratitude  ti.o  court osy  of  tho  University  of  Chi- 
cago in  pon:dtting  tho  uno  of  this  photographic  apparatus.  Ida  cordial  thanks 
arc  lifce.viso  duo  to  ’ r.  C.  T.  Buswoll,  who  did  tho  work  on  tho  p>iotographic 
records  tl.o  l-rbomtory  at  the  Univoroity  of  Giiicago. 


■'  rl 


.-■  V. 


'■  wl>; 


■ ■'  ,'•■  I , ■)  * 'I  • , ' 


U'  4'  . ■ ■ ■' 


'•  '"'s  ‘ i "»'■' V ‘ t-  t I ' . j •i'  • ' 

!•  ' - .....  I 


■ ... 


' I ' . ;r  i,  ; V • ' 


'C 


,e-;  ViA,v  ‘i. ...  :•■ 

, .■(»'  .'.1 


!■'  ■ .-T  .. 


. ^ ^ i '• 


i-  VJV  I *»'i.  ,T.;  <*/.' 


U t 


. h: 


» ■'  •* 


'ft-'';'"  ,,  h 


•V  ' 


. J ■ '(V-  '■'  ‘’tM'!’,'  '*1,  . 


'J  • ' ,r  ;>  ^ 

’ \.  ■ , ' 'V-  '.r 


. ■ ..  f ■ ■ !;i  ■■  ■ ■ , \ ^ . 

•t  • ■ . . 


, r - , 


, ) 


■■  ' ■'  ■ V .•.«  ..  ' ■ 


-V.  - 

' ' '^  ’■  ■ : ,„■’  '■.'  s- 


<1. 


s , >'  ■ •'.  ^'r  V : ’■■? 


. ' ,.  • '''1  ■' 


■;.■,  , •/■>  ',,0  t-  ." 


! nj 


,.  > .y.'v  'XV  .'  « i £'■’>■ '*11  '4.  ’’'m. 


'.I  --.T 


\,  - 


. ,5,  • 'I'  .4  A-'X' ■' 


I, ... 


.-.>."A'. 

't  ■ .■  'W,'  . 

.!f>  , 


viV. 

.’»  '' 


■■■•n,.^.  .!  r«j.» 

V 


•.A 


,i.;,;;v^  p). 

■ : ‘ ■!  S' 


'iifti  •>' {!.■•■  /»  * '■■'  .•■•■!* ''"'>  * 


. DJT'^F- #1.' 


i<**»J*  j > ■■  '■  ; j ».,  K'jf  !.J 

:.i.  ' * ■ ’ ,'i  . 

' -•;  4,i  -.  , ■;■  .1 


■ .i  ,,v-’  '^X'- t' 

■'  . ■"  ..  ■.  ■':  1 ’•.A-  ' ■■'■'  %'  ..a>'  •• 

, i.’  ,.-i  -*  •'  Vr/ 5'-  ' ’ ’ , ■ ’ 

• ' ' .,'  .1;  ‘ t : ■ ? •'  ■’ " . m4’'- 


V ■'■  .ki." 


',.’  .k', 


. . i. 


-i"  .:V>‘" '»■'• 


'■'1  ' -V  ,■■,'.. 


•.Ur* 


'/<'  v'  J,.  ':■-/■■-■  w ■■'*•■  ' 


■ • r >■  „ • f 


.4 


'.'■"  ".?^T“v  1 ',',  . ''■(  I vi'i  -wiMr 

'<)  1 , .''  . . ’•  '*•  ' I . . ■ ' ■j.;.v'.>.  '^... 


.'  -V'.k.  ' ‘ 

.v  . ’ ■ .,  ..v 

- •'■  ■ ,...Y  ..  ,. 

■ *.  :y 

■ ' .,-.■  , .'V,.,'*l 

jf  <v.,,j  


■•yj 

" ■y} 

''  . ' ,vx 


Plate  I 


’’vvhen  I have  thea  all,  ”he  said,  ”1*11  leave  this 


dirty  mter  and  go  up  into  the  orchard#  "ffhat 


fun  it  'Bill  be  to  hop  and  hop  and  hop#  If  only  I 


had  a little  brother  to  hop  vrxth  ne,  I should  be 


sc  happy#” 


Silent  reading  by  A.P#  a fourth  grade  subject—  before  trainii^.  x 
indicates  that  it  was  idpoosible  to  deteriiune  with  accuracy  tlie  duration  of  the 
fixation-pause • 

The  vertical  lines  indicate  tlie  position  of  the  eyes*  fixation,  the 
numbers  at  the  top  of  tlae  line  shovr  the  order  in  Bhich  the  fixations  occurred# 
The  numbers  at  the  bottom  of  the  line  give  tlie  duration  of  each  fixation  in 
fiftieths  of  a second#  Thus  Plate  I is  to  be  read:  The  first  fixation  occurred 

on  the  quotation  mark  ( * ) before  the  xvord  ”wlien”;  its  duration  ^ras  8/50  of  a 
second;  the  second  fixation  was  on  the  letter  ”e”  in  the  word  ’Sdien”;  its 
duration  was  8/50  of  a second;  etc# 

Plate  n. 


”The  sun  was  hardly  up  the  next  noming  when  a 


little  toad  jumped  out  of  the  water  and  hopped 


out  on  the  bank#  He  was  very  snail,  but  none 


too  Sinall  for  his  little  legs  that  wobbled  under 


him#  It  XTHB  Tiny,  t'^e  young  toad#” 

Siler.t  reading  by  A.P.  a fourth  grade  subject— after  training#  x indicates  that 
it  was  impossible  to  determine  -sath  aocuracy  the  duration  of  tlie  fixation-pause# 


, .1^  .-?rjD  jmdc!  I 


. .'V( 


,^  v 


■■•  . .'■  ..'  . ’ .'  A;  •'*->^' 

I y£*"o 


V ,. 


V.  ■ ;..■••*  C3if  JyiO  vt<fc-  ■’  Iti'f  *.* 


- r . ..  r.r-r  :<i  , ,, 

' : '<:  9 ' 


■ 


‘•**u 

I#  #1'  Vi 
. r ' * 

• y 


V 1^,  te  v ? 


N 


7 ,-v-i  4 ; nr»'i  >•''  'ivtJoTrf  »£Ji^X  • ',?...  . 


w« 


V"?-  : 'i  T . 


■ . 1 ■ •'Jl  (-.  - ■ 

' " 4 -V  'v  ' 


{('■- 


Lit' 


r 


*»-JJ  "■!>■:'  u'.-i.  OiT«:'.'.’t^' ---qj  C-;  % 

. pa 

- ’...,t'v  , If, 5,. , ‘ u:  v «*»iytC  Xipiw*^  v «<t.  • 

„--..-v-’-i ./■  'n.n«i>  o<Ii  Wrf«  disSi  «->  l->  V. 

■i-  *ti>:i-vsirii'  t -v  i».V^v.:  awf  ‘ko  '•  ttc^Ssafiti  -o.^ 

, .. rv, ! i.,x-'  ;mvy>‘1  ?-■■■  ' : rv:  -I't  ni  J ei/s.*.  .«  ';«>  - 

\^  ijk\i-  • .i.»..  e,  : vjo\^S  {' j i l»c 

oJ'  Lrs,  '’  ^ U rti  " ;w)  p«a*  ‘•‘  acwa  »:f.5 


, . ■fiA'i'  '.'  y 5 


>C(T9  a *iO  Jl'j:.^\^‘  '-' 


• '7  - 

. . .-  . , . ■ ■ . 

■ .-  _ .,  *,  ■ ■’*... '‘^ 


.;.  I. 


^\  \‘  Ui> 


..  7-%^\  .,  ■■  ■ 

Vvv--o<  f>.  ‘?.n..4a 

'-v'.  ' i‘'% 

'"■  ■;■  7.r  ■:!('< ,'  •..,■•  -f,  - JjV;  •*♦•■.'.  , , ‘ 


,'t^  ^ . * ' 


<1 


',i ., 


V. 


.1  - I, ^ 


.1. 

A’>)'V  i 

r , 'ri'. ' ■ 


«'  '■■••t-  :}C,!.  o',\  ■<  » t ,'!ji.'o  ti'Ocv  . 3*ii5  -.'vii 


\jfi 


l..;i  ■;  ,.'■- J' ».  • *j.'«i-  r>'  .i  .■>r;I.i'nfVio<Si v'  - A • •’ ■' * 


Gray’s  test  at  the  ber^inainf;  and  at  tho  end  of  the  training,  period  were  substan- 
tially the  ones  which  pr'ofaco  ©very  staMardized  silent  rending  tost  — "Read 
only  as  rapidly  as  you  can  understand  wJ-sat  you  a.rQ  reading". 

Tho  situation  5»  which  the  pu:?.1.1s  read  while  their  oye-^r’i0\'‘(^ont3  were 
being  photographed  was  naturally  ooisidorably  different  from  the  one  to  which 
they  were  accustonod  in  tho  classroom,  liie  room  was  darkonod,  the  selection 
alono  being  illiBJiiaod.  A ray  of  light  refloctod  into  the  mib|ect*s  eyes 
thence  into  the  lenses  of  the  cnj^fora.  Tho  head  of  the  oubject  was  prevented 
fron  jsoviag  by  r:eans  of  a head  rest.  Tho  latter  !^ad  foiir  polnto  of  contact  — 
one  at  the  forehead,  one  at  the  back,  and  two  at  the  cheeks.  After  it  was 
adjusted,  the  subjects  did  not  find  it  eepecially  disturbing.  A few  of  the 
younger  subjects  seemed  to  find  the  situation  <|uito  apuaing,  as  shown  by  their 
st'dlos* 

I Uye-iiovsneEit  Records  of  S’ourtli  Grade  Gubjoets  - Before  and  After 

Training. 

1,  A Slow  Fourth-Grade  Reader. 

Plate  Z sriown  the  record  of  A.  P.  beforo  roceiving  the  oxi-’earimeirtal 
training.  A.  P,  is  a ten  year  old  boy  in  the  fourth  grade  in  the  Goodrich 
school^  His  general  class  average  is  rated  by  tho  toaclior  as  "fair",  his  oral 
reading  as  "poor".  Hie  rate  in  silent  reading  waa  only  7G  words  per  Kdnute  as 
measurod  by  the  Courtis  Gilent  Reading  Teat;  his  cramprohonsion  was  very  low.  i'o 
ranked  among  tho  lowest  in  his  class  in  both  rate  and  comprohension.  Ho  is  of 
foreign  bom  parentago.  Itis  father  doo;s  not  spe^k  iinglioh,  though  his  irothor 
does. 

Th9  record  in  Plato  I reflects  vory  cloarly  the  physiological  fiictors 
back  of  tho  pupil’s  deficiency  in  reading.  Hie  nunbor  of  fixations  ia  oxceasive- 
ly  large;  regrossiv©  wove:. onto  are  too  nvunorous.  Hot  a single  lino  is  without 
than.  They  show  traces  of  umaiirtakablo  confusion  in  tho  interpretation  of  tho 


sTir  7 ;^s  j 


- ■ -.  ^ ..  )*r;'-^  \..  ' r ) ' .»  ' *r  >1  • -i 

, ,.>■  . *-!»!>•,..?  • \X- 1 ;•  * 1 •■/•  v'v . •.  f. ...  t .’f  • •'  *ic^  \- 

.'  “4.V..O-'  ^•'{■-  '•  . -■•  ■ 'V'  ' ;• 

•-iMwy'' .. ' ^>v  i;.:,  rt  >’v).U{-' o*rr’  - 


■ f. ’.'»'  V?'  ; tr'*  *./i  :',^ 
••  '•'■■-*•■•  -i  , 

- J,  j’.  ^ 


■"  •*■1  ;■:  I • N 

, . fT.'!  'J- 


^ Tti  *•■■  *iV  ■ ' X*'’  • 


' V ;i^-  *•  o y 

*1 

, ■ j *’  ■:'  ' ■ ' ' *'  •y(ii'  '.  ' V 

4-  t •;  * •;  •. . '•'•V 

1'!...  ■'  , ■*«■!•,'* I ' !!  !■'  .iiy:' 


.it'':  ,:  v '<a 

riS  ti^z-yn'*..''.  .-  , ...t .5'^  H',';.'-  ••  K “'-i- 


•{£«.'.'  •‘.'4  ,,  (It 


I*  , 

V*4  - - 

r''  ' • ; ■ 


^t'5V4 


_ I.-*\ 


1.  J 

S_  mf'-  -■‘'  ,;■ 


i/f 


.'■  r if-  . . . 


■y  ,, 

'4^ 


V X 


i^: 


. »il,v 

r. 


V.  4/-  , . • . 


^4  • >' 


ri,-,  ISL  . •*^, 

4ilijL 


<■  , .'."T  rc..t„  ' 


^ .' . ^ ^ *> 


Jh  *V  I.  « 

. -r. 


:*'  •<  •■'4-c.y  ■ • . f *:V~  ;•'  < J 


'"’f 

■!  ■':  '•  •,  'i:! 


I ..  . !■ 


(X' 


1 of 


r:^‘  • I T ttjf  V fc ’ ‘ >.  v-'  * ’*  ^ 


< i*>  'T^  J'\  f 


21  r 


i.^^..  ■«•'•■  • '»  .* i'  ’ ’.  J J : ./■’i  \X 


' aJ 


iff  Vi  ■ 

. /,.y  > 


' '*  ■ r i i..j, : . ‘-  I "ir 


r£.ij 


' ‘fir-  # 


U^. 


printed  a^bol'5.  They  indicate  that  tho  render  waa  obliged  to  go  bach  fro<|uQntly 
to  previous  words  in  order  to  get  tiio  meaning  of  the  present  word  or  phrase. 
Regular  r^rtfr-dcai  aye-etovoraont  habits  are  consl^uous  by  their  absence.  The 
visual  span  is  varj  narrow.  'Ihua,  in  line  2 tho  short  -mrd  ™v/ater*'  received 
three  fixations.  In  line  3 there  are  four  backward  or  regressive  mvmonto. 

'Tho  record  in  Plate  II  for  A.  ?.  aftesr  -fraining  shows  eonsidorablo 
ijjsprovoEJont  over  tho  csibject’o  previous  perfonsKsnes*  ‘Bsfo  Ejonthn  of  the  oxpar- 
iaental  training  of  iype  II  had  effected  a laarked  increase  in  speed.  His  record, 
on  tJts  Courtis  Test  sI':oued  that  he  bad  rcore  than  doirblod  his  rate,  vdiil©  his 
coitijarehonsSen  had  likewise  improved.  Tim  saaount  of  prmmr<3  th.o.t  was  brought  to 
bear  upon  the  pupils  to  increase  their  rate  in  the  ref^iljer  reading  poriod  in 
the  school  was  naturtilly  not  applied  to  their  reading  boforo  tli©  cou-^era.  Under 
the  novel  circicnstan cos  undox-  which  tli©  lattor  was  done,  and  the  very  brief 
iatervil  allowed,  it  is  doubtless  true  that  the  subjects  did  not  reach  as  ropid 
a pace  as  they  did  in  reading  the  Courtis  Tost  under  aonsal  class-root;  conditions. 
Hovertholoss , the  oocond  record  of  A.  F.*a  reading  shews  that  the  trfoining  hfod 
produced  a marked  decrease  in  the  nui.ibca*  of  fixation  pauses  per  line*  as  v/ell 
as  a docroas©  in  tho  n’.aaber  of  ragressiva  jsov«»aants  .frcri  17  to  S — a docroMSo 
of  aiiaost  50  %, 

Table  30 gives  a datailod  coEiparison  of  th.e  two  complete  rocc-rds  of 
A.  P.’s  roadin,;.  Only  samplos  of  tho  cor^plote  record  wore  preso'-ted  in  Plates 


I and  II 


4 »■ 


) Vi 


.1  ^ r- 


r.vo  'v'tsOrWWff'; 


mf- 


[ ■ 1 \ -K’ 


S - 
J 


l.-l.i'-TC  6>'l> 


h , 


.•’'■i'jr'r  . • - " 

T..  v^.  y,^.^ ' " --y'*' 

•.''-?■■  w.;  > V ■.'^  ' 4',^' 


't  tfV  . ’, 


<!  r- 


^ “ t ; •’  'trG  ' 


_»iA' 


j«. 


' H 


* 1 

'■> 


'i  .!  ■■c ’I'/.  t •■'  r'H* 


V^*  '"  •!  '-vi,.  ■,■<.  v'  ...■.'' 'I? -1 


/ 


«.•.'.  "t. -'.  ■ 

■‘f,?  , ■t'.J-v 


-■■V  v'Vf!, 


' It 

^ v)*  ' i r '■ 


"is. ••.■'- 

t 

I • r ,.i^ 


V -W  -*. 


- ‘^-  ■:  ir-f^  ■ . ■ 


t *a^'  «■• 


I 


r';  Of 

! .J-v  ■•  •«* 


*; 


...  .'!> 

■ ) I'i  ' *1:  C 

i-  v.'.  ' I. 


i*~  u 

...  ..^i- 


J-QO. 

no 


Table  xxx 

Corqparison  of  the  Sye-Iioveiient  Hecords  of  a Fourtli  Grade  Subject  A*P» 
—Before  and  After  Training  in  Rapid  Reading* 


1 

IJunber 

Pauses 

of 

'Average 
tion  of 

dura- 

paixse 

Aggregate  dura- 
tion of  pause 

'Ihsnber  of  progress- 
ive laovesjonts 

Record 

Record 

Record 

Recor<i 

Line 

X 

II 

I 

II 

1 

tl 

II 

— 

§ 

lO 

16.^ 

104 

' 98 

1 ' 

0 

2 

9 

18 

14.4 

12.5 

130 

100 

1 

0 

3 

15 

8 

12*3 

15.8 

185 

126 

3 

1 

4 

13 

12 

11.7 

12.8 

152 

153 

3 

2 

5 

11 

10 

16.0 

13.3 

176 

1^ 

2 

2 

6 

14 

6 

12.5 

10.0 

175 

60 

4 

0 

7 

12 

7 

12.9 

11.3 

155 

79 

3 

1 

8 

4 

17.0 

68 

0 

9 

6 

15.3 

92 

2 

Total 

82 

70 

92.8  : 

118.9 

1077 

909 

17 

9 

Average 

11.7 

7.8 

13*1 

13.0 

13.3 

L 13.0 

2.4 

1.0 

Table X should  be  read  for  line  1 as  follotrs:  In  the  first  record 

there  trere  8 fixations,  in  tlie  second  9,  The  average  duration  of  tlie  fixation- 
pauses  in  tlie  first  record  was  15  fiftieths  of  a second,  in  the  second  record, 

10*9  fiftieths;  the  aggregate  duration  was  104  '’iftiethB  of  a second  in  the 
first  record,  98  fiftieths  in  the  second  record*  There  was  one  regressive 
laoveiaent  in  the  first  record,  none  in  the  second  record* 

The  decrease  in  the  average  number  of  fixation  pauses  fresa  11*7  to 
7*8  per  line—  a decrease  of  alrsost  4 j»r  line—  is  probabl;/  the  most  striking 
modifioation  in  the  ssotor  behavior  of  the  eyes  wiiich  the  photographio  records 
evince.  It  shows  clearly  that  the  experioental  training  was  effective  in 
widening  tlie  visiial  span  which  functioned  in  the  pupil's  reading*  The  teaolier 
reports  that  tlie  interest  displayed  by  this  subject  in  the  training  -oas  "intense”* 
At  the  beginning  of  the  training,  his  silent  reading  was  aocoiapanied  by  elabor- 
ate lip-noverjent • After  about  one  month's  training,  the  lip-movenent  dis- 
appeared* Throat  noveiaents  persisted  for  abovrt  two  weeks  longer,  after  which 
time  they  could  no  longer  be  detected  by  the  teacher*  The  data  from  the 
photographic  records,  the  Courtis  Test,  the  individual  chart,  and  the  teacher's 


A 


V'  ^ 


’!  ’ 


I* 


■'  1-?.- 

'rr  *jyL  V 


/ 

r,- 


> .; ' 


If-  ■ 


X • u*' 


'i  V I ^ 


‘■\ 


\ 


T' 


)•  ‘ .*  '* 


n 


iJ 


'J  -3 


)•. 


t 


\ : '■> 


J 


\ 


J 


I 


) 


( 


r 

A 


, . * > 


:i 


•X  J U 
111 


Plate  III. 

Tiny  Tad  vm.s  a queer  little  fello'R^  vrith  only 


t^  legs  emd  a short  tail*  He  ^ms  nearly  black* 


too,  and  naioh  smller  than  isost  tadpoles  in  the 


big  pond*  He  could  hardly  T^ait  for  his  front  legs 


to  grow* 


"•^.hen  I ha:g^e  them  all,  ”he  said,  "1*11  leave  this 


dirty  frater  and  go  up  into  the  orcliard*  Tihat 


fun  it  td.ll  bo  to  hop  and  hop  and  hop*  If  only  I 


had  a little  brother  to  hop  vdth  me,  I should  b© 


so  happy*" 


SUent  Reading  by  fourth  grade  subject  N.C.—  before  training*  Only 
the  fixation  positions  are  raarked*  The  subject  was  not  in  the  exact 
focus  so  the  duration  of  the  fixation-pauses  could  not  be  determined. 


r*  '*>r  r 


cr? 


4 


O “ k'' i T ■' i.O‘*'^>.’ * *■*.’*’  fVl.il  •'■  >XX ’■!►  '■''»  ; ‘ .*' iff  ^ «. 


:v  ‘sl  ; ; i ?.i‘-  •f’>-  — 


M.-. a--. ■■■»:■' 


/viT'-ty;  '>»- 


f • » 


,‘'  t . .73 


£“  . ■ '’'•  ©r&'f  i riv'sii’'.^ 


5'17 

'■ 


M IV  ct  to  T'J-'--*  .i^SSI..'^ 

. * 


tkik  't.L' 

4-' 

■ .'Ji  < ■^■f  nXiiit  .;.  fi«d 


W 1 


01  ^ 


J;; 

..  - .-•-J.  0 . ' - 4' 

0r-:r  ,r.f-  '''i’.i, 


■•'if  i » 


^‘'l.fw,  ''.t^v 


ftiV,  ' ■ * 


a#T*  - 


Plate  IV. 


It  wasn’t  long  l->efor©  his  legs  began  to  grow. 


He  juaiped  about  and  kiclced  around  until  his 


legs  grew  quite  strong.  ”l  an  going  out  on  the 


banl:  to  see  if  I can  hop"  he  said  one  night  when 


he  was  just  six  weelcs  old* 


The  sun  was  hardly  up  the  next  morning  t^en  a 


little  toad  junped  out  of  the  imter  and  hopped 


out  on  the  baric.  He  was  very  small,  but  none 


too  snail  for  his  little  legs  that  wobbled  under 


him.  It  TTas  Tiny,  the  young  toad. 


Silent  Reading  by  fourth  grade  subject  II. C.  after  training,  x indicates 
that  it  was  impossible  to  determine  with  accuracy  the  dixration  of  the  fixation- 
pause. 


- iV 


. ,r,  H ’‘i-  '.-I  r,J  , 


• *•  <!  * » 
"'>1^  t' 


fc,^  -^t  ;<  4» 


l'-.-:  ’.I...  f*.'  ’'.^  ^H"' 


■-•.j?  JaJaS- 


iU,.".,  ■ 


’ j,  0 


...  ^.,,v-  - J. 


-n 


t'  . ' • 

* . (*4  . ■ 4 

< 1 ' 
T '• 


, ”;:-£.ri  lilrri  t*? 

r%.. 


*,‘i  * ‘ ■ "f.  V/  * 1/,'?  0 vj  I 

iV'^*  ■ ' i ■*  '^  .‘  -•■,  y ’■ 


V.':;’  ffLicri-  i'H  A*,»'T 


:-r  '■• 

.4*.,  cU.'-  . 


' 'iK'» 


. ^ -J  ,s  ■■  * p! '■  • >r  i ^j:  5 ' ^ ^.v  ■ ; 


■X,. 


■’'  . ;C; 


■{If  *'  '*  • 


!t. 


.J: 


_ > •,  ;'.i' ,■■■  .Jf 

■,•/♦’■  *'  . *'''  , ■ ‘ ' 


*v  *■ ' ’ 'f ' ' ' 


■ . f*  :<)j'  '.  ^ '■•' . ^ 


* ’.  ’’"U-s  .1-.  i t \ ' ' 

..•■  *■“  '^*V‘  )■■ 

f , ' . *'*11 ‘ ’ ' ' , ' '■ 


. /■■«i  n >A  vvt'lv-ll  •?/,'  Tj-.*  il/r-^ra  “■■'■■'■5^'/  ' 

■*  - ■ • ‘ ^ ■■-■  \% 


- • ■'.  -xv.; 


-,i..  » 

' 'r ) , 


a^-?'‘‘  .fJt  \ .:«i^  ‘V’. 


Wm‘-  iL> 


l>. 


•.  v-'.-.r-i  ■■'.• 

- •■  f jf)\:  .<  T 


.'  . ■ *.r-.' ■ . '5  <•>'», J 
' •*'■'  ■"■  ■ ■ ■ ^ ' ' ■'■  , *'■■:'  src 


b*Kt^:.  /'V.  Vi>’, 

. ; T ■> 


■■  '<:,r.,: 


l'  ‘a 


.'.I 

M . ■ 


Vk: 


I A 


\^3> 


observations—  all  oonibin©  to  show  that  the  training  of  Typo  II  proved  very 
effective  in  iinproving  the  reading  ability  of  this  subject  to  a :Tarhed  degree* 

2*  Record  of  ^ Rapid  Fourth  (h*ade  Reader* 

Plate  III  shows  the  record  of  R*C.  before  training*  H*G*  is  a nine 
year  old  girl  in  the  fourth  grade  in  tlie  Goodrich  School*  The  teach.er  reports 
that  her  general  class  avera^  and  her  reading  ability  are  ^excellent”*  Her 
rate  of  reading  as  neasiired  by  the  Courtis  Test  was  267  words  per  nirrate; 
her  coaprehension  score  v;as  75  per  cent.  Tli©  test  confirioed  the  teacher’s 
judgoont  and  showed  triat  the  subject  was,  by  far,  the  fastest  reader  in  her 
class*  She  is  of  foreign-bom  parentage;  her  father  spea3cs  Englisli  but  her 
□other  does  not*  Her  advanceanent  thro  the  grades  has  been  norinal*  The  subject 
raanifested  great  interest  in  the  experimental  training* 

The  record  in  Plate  III  shows  that  H.C.  is  a superior  type  of 
reader  for  a fourth  grade  pupil*  The  subject  averages  but  7*1  fixation- 
pauses  per  line*  The  regressive  novenents  are  not  nusaerous,  averaging  but  1*1 
per  line*  There  is  a fair  degree  of  regularity  and  rhythm  to  the  eye-novecients 
indicating  a rapid  rate  on  the  part  of  the  reader*  Contrast  Plate  III  triLth 
Plate  I and  the  superiority  of  H.  C.  over  A.P*  in  practically  every  aspect  of 
tlie  reading  process  is  made  strikingly  manifest* 

Plate  IV  shows  that  H.C.  despite  her  high  initial  ability  also 
profited  by  the  training  in  Type  II.  There  is  a decrease  in  the  total  number 
of  fixation  pauses  for  the  eight  ccnaplex  lines  in  both  records,  from  57  to  41 — 
on  average  decrease  of  2 fixation-pauses  per  line*  The  perceptual  span  has 
been  widened  so  that  it  grasps  a larger  number  of  printed  symbols  in  a single 
fixation*  Thus,  lines  2 and  6 are  each  grasx>ed  in  4 fixations,  while  tlie  best 
performance  on  the  previous  record  (plate  III)  was  the  perception  of  line  2 
in  5 fixations*  The  ninimum  for  tlae  other  lines  is  6,  wiiioh  is  the  naxiiaum 


Table  XXXI 


CoEEipiirison  of  the  Sye-Morweiaent  Records  of  a Fourth  Grade 


ject  n.c 

J.  Before  smd  After  Training 

in  Rapid  1 

ceading. 

Hunber  of 
Pauses 

IXiration  of 
Pauses 
Record  II 

Euaber  of  Regress- 
ive Mbverients 

Record 

Average 

Ag,grogate 

^iecord 

Line 

I 

II 

I 

II 

1 

6 

6 

13.2 

79 

1 

0 

2 

5 

4 

9.3 

37 

0 

0 

3 

8 

6 

8.7 

52 

1 

2 

4 

7 

5 

9.2 

46 

0 

2 

5 

6 

4 

11.0 

44 

0 

1 

6 

6 

5 

9.4 

47 

0 

1 

7 

10 

6 

11.2 

67 

3 

3 

8 

9 

5 

12.0 

60 

3 

1 

9 

2 

0 

Total 

57 

41 

84 

432 

10 

10 

Avoreige 

“ 7.y 

*rrE 

LO 

. 

o 

H 

yo.o 

— rn — ■ 

1.1 

Piste  V. 


Tiny  Tad  "was  a quo^r  little  fellow  with  only 


two  legs  and  a short  tail*  He  ims  nearly  blaclc* 


too,  and  auch  snaller  than  r»st  tadpoles  in  tlie 


big  pond*  He  oould  hardly  wait  for  his  front  legs 


to  grow* 


I Imve  thaca  all,  ''he  said,”  1*11  leave  this 


dirty  v.ater  and  go  up  into  the  orcb.ard*  T/hat 


fun  it  will  be  to  ixop  and  hop  and  hop*  If  only  I 


! ad  a little  brotlier  to  hop  with  lae,  I should  bo 


so  happy*” 


Silent  readinp;  by  fourth  grade  subject  It.L.--  before  training* 


Ali' 


i ri  ^ 


L't'  I"  ''n 

• , »-.;•.«  . )•-  -'t  • 


'•-♦M 


« iwCi'  X'irj 


...» 


jr 


TQO 

xvtu 


Plate  VI. 


It  -imsn’t  long  ‘before  liis  legs  began  to  grow. 


He  ixjnped  about  and  2dLc!red  around  until  his 


legs  grow  cuite  strong.  ”I  am  going  out  on  the 


bank  to  see  if  I can  luop”  he  said  one  night  when 


he  was  ^ust  six  weeks  old. 


The  sun  Tius  hardly  up  the  next  moroing  xirhon  a 


r 


little  toad  jumped  cwxb  of  t^ie  xmter  and  hopped 


out  on  the  bank.  He  was  very  small,  but  none 


too  sioall  for  his  little  legs  that  wobbled  under 


him.  It  was  Tiny,  th.o  young  toad. 


Silent  reading  by  fourth  grade  subject  K.L.  after  training.  Only  the 
fixation  positions  are  marked.  The  subject  was  not  in  the  exact  focus,  so 
the  duration  of  the  pauses  oo’.ild  not  bo  determined. 


'•  1 Vj 

■f.i"  ■ 

• » *A  ' . H V *■ 


A_i.  ’V ' ifi.-  ^O.l  ’ ■■•.A''  iX 


I . 

■ ' f * 


it,  "iC.- 


.‘’nv  ^ , ' iV 


t-,<r 


t-  I •;■  rf,'  jti:.-  . frtTvn-^ix/?  WT^-.-s.-t  f 


. •^■;  i 1 .,.  jnS--.. 


•.•V  -,  ■ 


^ .-1.  .:vo  i ■-^>-‘.4  df:^.  .. 


• -Vac' 7' ’ •'.•••'•  :!,  >■  .S'  *) ,v^  ^v.|iv; 


’■■  , V■''‘.■'  . ' V.  < . N 

.•w;.?}-.',..-7  ■;  • f-- 


"•  ' -W  ' it: 


Sfn  . 


C m’>  S ' iti  ' K -iif' 


fS  " 

17 


•.s* 


■•  -75-'/v 


'■ 


■'•  '.  ;'s-  ' V'  ■ ■ '■ 

■>■  '■  : fo  ’■■■.  " T‘  ■;.  •■■  •■'^■*  i “T  ir' 


<' *.'l 


^ .s*-  *.«>  ,.,>.v  ,«  •/•tv.n  .W  :.lt;, 


-:  i ••  jr 


.V  V 4 o ' 


V ’.  "■  ■ „ .'  ■%•  ::'  -J  ••'  ■ ■ •, 


( , 


•4'^^  * f ^ ^ "i 


-i;3ai(»  ^VCrf-  ‘Vyl.  .(."  ;“:v^  ff?  li-.  ; 


.V>i:7'-^-:,  .iv'jrf/  7-.  .’I  sjc'i  I L»- .c^i, 


V,-  . 


V <e 


■ ■ ■::;. 


A'#'  f‘*J« 


/s  . • 

“^#'’.  , i'  V -' 

• V—  ;i  - '. 


■:.:  ro'l  . • :.!  vt  . '-.i  i.'.  s :-iifX:ru  s ■iC'J.ry'  tt.xU^tiJ:^ 


-Ci' 


j O 'l'  7'')  {v<  V - • ^ J ^ crtw‘ 


'll 


19&- 

I'll 

nuniber  of  fixations  roquired  to  read  any  line  in  Plate  IV*  An  in^roveiaent  in 
regularity  and  rhythia  of  e'/e-noveiaeitt  liabits  is  also  clearly  noticeable*  The 
Coxirtis  test  liketsd.se  shot?ed  an  increase  in  speed  and  a gain  of  7 per-cent 
in  ooaaprehension* 

Table  3 / presents  the  figures  for  a detailed  comparison  of  tlie  ttro 
records  of  H*C* 

3*  Record  of  a Fourth  Grade  Sub,^eot  of 
IlediuE  Abiliiy"  in  Sile^  Reading'*' 

Plate  V shows  the  record  of  M*L.  before  training*  Ii*L*  is  a nine- 
year  old  girl  in  the  fourth  grade  in  the  Hendricks  School*  He  reading  ability 
is  "fairly  good*"  She  stands  apparently  nidiray  between  the  two  previous  fourth 
grade  subjects*  Her  rate  in  the  Ccrurtis  Test  is  136  trords  per  ninute;  her 
oonprehension  is  good*  Her  parents  are  native-born*  She  luanifested  very  great 
interest  in  the  training — Type  I* 

The  record  in  Plate  ¥ shows  a tyx>e  of  fourth  grade  reader  tliat  might 
be  classed  as  "fair"*  It  is  not  nearly  os  poor  as  the  initial  record  of  A*P* 
(Plate  I)  nor  nearly  as  good  as  the  initial  record  of  H.C*  (Plate  III)*  There 
is  an  average  of  9*5  fixations  per  line,  rrith  an  average  duration  of  11*3 
fiftieths  of  a second  per  fixation-pause*  Considering  tlie  number  of  fixations 
per  line,  the  number  of  regressive  movements  are  not  numerous,  averaging  but 
1 per  line*  Compare  this  record  (Plate  V)  with  either  of  H.C.*s  records,  smd 
tlie  excessively  large  number  of  fixation-pauses  in  M.L.  *s  reading  becomes 
plainly  evident.  Improvement  in  reading  rate  •would  obviously  seem  to  lie  in 
tlie  direction  of  a reduction  of  the  number  of  fixations  per  line*  There  is 
room  for  improvement  also  in  the  irregular,  unrhythmical  character  of  the  eye- 


movement  habits 


•'•1 


>.x 


.*  * ' 


f 


1.1 


r>  ^ ^ 


The  record  in  Plat©  VI  shows  that  this  is  precisely  wiiat  happened 
in  the  previous  record.  The  red  ot ion  in  the  number  of  fixation-pauses  is 
rather  striking,  i?Vom  a total  of  7d  fixations  for  the  8 full  lines  on  record 
V the  number  for  the  8 full  lines  on  record  VI  is  reduced  to  58,  This  means 
an  average  reduction  of  2,3  fixation-pauses  per  line,  T?lth  the  exception  of 
line  1 on  record  VI,  in  "whi-oh  the  subject  evidently  suffered  from  a poor 
start,  the  maximum  numter  of  fixations  for  any  line  is  8,  idiich  is  tlie  minimum 
number  of  fixations  for  ar^r  line  in  the  subject’s  previous  record* 

The  reduction  in  the  niimbor  of  regressive  movements  is  not  less 
noticeable  than  the  reduction  in  the  number  of  fixation-pauses*  From  a total 
of  8,  the  nianber  of  regressive  movements  drops  to  3,  Hecord  VI  shows  lilcewise 
tlie  developrent  of  a habit  of  greater  uniformity  and  rhythm  in  the  character 
of  t':ie  eye-inovei3ents,  Tiie  results  of  the  Courtis  Test,  in  which  t}^e  subject 
reached  a rate  of  284  words  per  minute,  with  very  good  comprehension,  hamonize 
with  the  story  told  by  the  photographic  record—  a "higher  order  of  eye-movement 
habits’®  was  built  up  by  the  training  to  replace  the  lower  order  Iiabits  of 
eyo-nove-ments  with  which  tl^  subject  began* 

Table  3^^- presents  the  data  contained  in  Plates  V and  VI  in 


tabular  form* 


J'Vj 


O' 


♦vt'-f  '■»  . • *'  I.':"'*'"-;,  * 


U'j  .iv-  -*  m'j'.V:4.XS^>-':*--x:r'r'  H ,:^-*v^^-i  . 


•. ',  } ^. '‘  ■*^t' 


1^  ' i -v  * 

••V 


■:„»"»  ft.  f.r  -■'•■■'  •>••?■;  £jrt»lx  ' ' r’^rd 


s«t,  ■;  • :1'\  b':yrJ^y'^ry,u_  If  .y^’-'^>>t  ijo  'i'-ii  *' 


‘.'/v' 


V'.  . '.  > ' 


.V;V'j.7^  ?i'  i;?r*i:r/'‘f--'il!cl\*!^jzi:  i ' • c*'  '•  '.'{f  ;>av4^g*  ^ 


'•<».. 

f' ' . 


; l •■.«•'■•  .1'A-  'I  ^.-Ji.vft;  '>  '•*'  •'^  ' 

.'  c’f  ri^ 


;,i  -;‘'i  :•■  tv  QW  . ic  ^ .'  , ,s 


‘ * 

A.  « 


“ "'.  • ti  ^ 'i.'c  ■'  i','  vi  ^ ':T  '^.i  ~ IvJ.'Ti.T.*!  i '! 

■‘,  FI  V ' ,■  ’ 


.-  • ■•'?  >i.i  . • •r.,-’*f  ' ■*’*■'  fl!i'  x-i?  T ' 

hkr;  v;'.^  ni  «7''i  •?«- 

, ^1.  V fl*)''  ^'»- 


► 'i  n'  * . 

■;  J.:..'  vt 

’j 

« '■•r’^"  ,;5- _ -:.^i;-V.:r'  : aS- 

i^fL- ' 

^.'.t  ■ '".i'"  V.^.-  ■ * 

-I'.. 0 '•:  -v.  . ■:  .»  “•.  -...U-  ■••:»•  • '-V  ri' 

J:-'j’  jf  ;*  1.  -f  ■•*  T ’.. •*'>•’-  - ■ '-r^  ■'  ,'>^'  ^ 

c.  X'.'*  T.  , ■'  ■ '■'  " ' ’ ’' ’'• 

i -u;b-  -i**' ■ r/  iifVu* 7 ••■•’•■  «'•-•'}  ^ J.‘.t  ' 


f ,:*J  , ‘•t  i>v;4,V -ft-'vOi 


•i>  '.f  ’i$f ' 


,.  .J-. - ,*  . ^ 

-:  S.. 


.r  , -,  ;,  , -tr  , ■■  lo-w/kiK  v#  •■tC'i''..t/5’r.?  *C'f  -'i 


•<.■  vcv  'U/:v  1XV  ‘ 

• 'V/  f| 


? f,.^. 


r^-.*  *.<^.':-lv-  ■ 


5 - 


'■■,1 


'■•‘v 

' -'itJ 


'm 


• :.  > • » 
.-J 


- y / 


f cs-  ? ■'  '■*  , ’ -•'*  ''V  ^ 

■ \ V V 


/' 


• • ^ ^ ' * t^aJuB 


J 

"Lf 


V' 


150  T 


Table  XXXII  i 

CoE^)arison  of  the  Eye-Mov©iaent  Records  of  a Fovirth  Grade 
Subject  M.L. — Before  and  After  Training  in  Rapid  Reading* 


liunber  of 
Pauses 

Euration 

Pauses 

of 

Hua'tjers  of  Regress- 
ive Keveaents. 

Record 

Recor<i 

I 

Record 

Line 

I 

II 

Average  Aggregate 

I 

II 

1 

10 

11 

8.5 

85 

2 

2 

2 

9 

7 

8.7 

78 

1 

0 

3 

10 

8 

12.1 

121 

0 

1 

4 

9 

7 

10.3 

93 

1 

0 

5 

8 

6 

15.5 

124 

0 

0 

6 

10 

5 

10.9 

109 

2 

0 

7 

10 

7 

13.S 

138 

1 ’ 

0 

8 

10 

7 

11.1 

111 

1 

0 

Total 

76 

58 

90.9 

859 

8 

3 

Average 

9.5 

7.2 

11.3 

11.3 

1.0 

0.4 

OrvO 

•UUU" 

xob 


Plate  VII. 


The  grasshoppers  \rere  eraong  the  VTorst 


oncnies  of  the  early  settlors  of  Ilehras’m. 


Tiveir  homes  trere  on  the  high  plains  and 


among  the  liills  at  the  foot  of  the  great  moun- 


tains in  the  host.  Here  th«ey  lived  and  raised 


their  fsaailies. 


In  dry  seasons  there  ^re  more  children  and 


less  food  at  home.  Tlien  they  assembled  and 


flew  away  in  great  svrvirrtiB  to  the  east  and  to 


the  south.  They  traveled  hurdreds  of  miles. 


Sometimes  on  clear  warm  moonlight  niglits 


they  traveled  all  night.  ITorc  often  thej*'  settled 


down  late  in  the  afternoon  and  fed,  and  then 


continued  their  way  the  next  day, 


oo.c 


■ ' y.H 


vli  - tv' 


• .'  ..'N  'I' 

• ■ ■ f.  -*,H  " ■ . - —V 

. ';C  ItrlJ'Cf  iTji  v'*’, “Lo  r5r  ..;’-#u'; 


j v\  7 ‘ . I ' 

^ J »<•  W • w,  , ' 


W*  v.^  '.^rr,  .1 4i‘ 

:.'r,’  . ... 


\ Uri  -V  :.i .v'.'0!  -iirv  !ti4'  t.f 


. ■ 


,■  - ,,  V •,..  ,•  . ■:  •?'.  ».*v»iic'!iSril 


'•‘tSiy.'l! 


I . I 
>^;  : 


» 4.' 

■ £>,.zs  .4  ;o  t«vir  .rs  iuv'  ii 


r.  ^WBPt  V . 

* t r 


,.;.;,ii  f,3v;.'  '>  ilwO.  f]-nr  ■ Hliu'  .«'*^  i*?  .X50^-.t-f* 


• ft  ’ 


■’  !•<'’  ' 


I'S  -iJ-;,r(  .;  Tvt' 4 ffi 

*•"  ♦ 


■ ■fij  ; 


; '^iv  it- A t.'»  ■■M  :^-"Zy  . 


mrl 


,V1„=J  • ■ 


, ^I^^' A>i  'fi^Xo  K--:-  Hi-.i-cj-' ?M  ^ 


r>','  ,f.'-. '•  "o;!./  . T :•  . 


A.t;'  -^.tr \'jia' 


^ •••  ‘ wa 

'•Vl'it'  V.f  'k.V-.t  p.-c'i 


'■'  X'-  V.  '>-  i \,"i  ■ ' -i  V'.'  V'*/'-’  lJ..t.i'-  ■ 

'•<IA 


IT3t'> 


a®  I 


Silent  reading  by  fifth  grade  subject  G*B*  before  training*  x indicatoB 
that  it  Tfas  inpossibl©  to  detemino  ■arith  accuracy  the  duration  of  the  fixation 
pause* 


Plate  Till* 

All  the  corn  nas  eaten  in  a single  day* 


"iilicre  conifields  stood  at  siuu’ise  nothing  re- 


nained  at  night  but  stunps  of  stalks  s'varcdng 


Tdth  hungry  hoppers  struggling  for  the  last 


bite*  Tliey  stripped  the  garden  patoiies  bare* 


They  gnafred  great  holes  in  the  rugs  and  car- 


pets put  out  to  save  favorite  plants*  The  buds 


and  fruit  of  trees  Vvore  consutied*  They  fol- 


lo*;:7od  tl^e  potatoes  and  onions  into  the  ground* 


Silent  reading  by  fifth  grade  subjedt  G*B*  after  training*  x indicates 
that  it  •was  ijapossible  to  deterainc  ■with  accuracy  the  duration  of  the  fixation 
pause* 


y < 


. ')  - ; 


■ ..f  “ ■ 

, ■ oi  r • i 


■'  i 3 t f;. 


J.-  i ; ■> 


i 


• i 


c 


X . s P.  « 


xt>^ 

'204'^ 


Table  XXXIII 


Cocjpar-lson  of  tho  Tlyo-Movenentr  Records  of  a Fifth-Grade  Subject 
G*B*-  fefore  and  ilfter  training# 


IhHber  or 
Pauses 

Average 
tion  of 

dura- 

pans© 

Aggregate 
dtiration  of 

Pause 

Uuriber  of 

Regressive 

'^ioveixnta 

record 

Record 

Record 

Ftecord 

Line 

1 -II 

I 

II 

I 

II 

I 

II 

1 

7 6 

12.1 

73 

2 

1 

2 

4 6 

19.5 

16.3 

78 

98 

0 

1 

3 

8 9 

13*4 

10.7 

107 

96 

1 

3 

4- 

8 . 6 

9*4 

13.3 

75 

30 

2 

1 

5 

7 8 

11.9 

12.9 

83 

103 

2 

1 

6 

5 5 

10.2 

19.0 

61 

95 

1 

1 

7 

6 3 

13.3 

14.3 

80 

43 

2 

0 

8 

8 5 

11.8 

14.2 

94 

71 

3 

1 

9 

5 6 

15.6 

19.2 

78 

115 

1 

1 

10 

7 

10.1 

71 

2 

11 

rj 

i 

12.1 

85 

2 

12 

5 

12.0 

CO 

1 

iotal 

T7  S3T~ 

IM*  ^ ‘ 

775 

l9 

lo 

Average 

6.4  C.O 

12*5 

14.3 

12.3 

14.3 

1.6 

1.1 

II  Eye-lloveraent  Records  of  Fifth  Grade  Subjects  - Before 
and  /ifter  Trairdng* 

!•  Hecord  of  Fifth  Grade  Subject  of 
Ilediun  Ability  in  Silent  Reading* 

Plato  VII  shersrs  the  record  of  G*B.  before  training.  G*B*  is  a ten 
year  old  girl  in  the  fifth  grade  in  the  f.!anierre  School*  Her  general  class 
average  -cas  reported  as  92  percent  by  the  teacher*  Her  reading  ability  ims 
classified  as  'Vaodiun*"  She  is  of  foreign  born  parent«Lge,  but  soae  English 
is  spoken  in  tlxe  home*  She  is  described  as  doing  but  little  reading  outside  of 
school*  Her  rate  in  the  Cw^rtis  Reading  Tos-b  t;as  150  li-ords  per  :.iinute;  her 
comprehension  vas  good* 

The  record  in  Plate  VII  reflects  a modiun  grade  of  reading  ability* 
The  record  shows  a fair  degree  of  unifomity  in  the  eyo-noveaent  habits.  The 
average  number  of  the  fixations  per  line  for  the  whole  record  is  6*4  wiiich  is 


1 


■xC>3 


considerably  better  than  the  average  of  9«3  reported  by  C«  T*  Gray  (19)  for 
his  fourth  grade  aiibjects*  The  regressive  iicver^rts  arc  too  fre<]uent,  hot/ever, 
averaging  1#C  per  line*  The  average  duration  of  the  fixation  pauses  is  12*3 
Tdiich  is  less  than  the  average  of  14.3  reported  by  Gray  for  his  fil*th  grade 
subjects. 

The  record  in  Plate  VTII  shows  ec&oes^’at  of  areduction  in  the  average 
nunber  of  tlie  fixation  pauses  per  line  — 6*4  to  6.0.  The  average  duration 
of  the  pause  has  increai?ed,  I.owever,  from  12*3  fiftieths  of  a second  to  14*3 
fiftictiis*  The  average  msaber  of  regressive  movenents  per  line  is  reduced  fraa 
1.6  to  1.1.  On  ti:e  whole,  Plate  Till  shows  scarcely  aiv  appreciable  inprove- 
nertt  in  tl'io  reading  habits  of  the  subject  G.B.  It  is  quite  possible  that  tli© 
subject  did  not  do  her  best  when  reading  before  the  oaxnera.  i'x  was  pointed 
oxit  before,  the  situation  %7as  quite  an  unusual  one  and  may  have  exercised  some- 
what of  a disturbing  influence  on  this  girl  subject. 

;\fter  the  training  in  Type  I the  subject  scored  a rate  of  278  words 
per  minute  on  the  Courtis  Heading  Test,  with  a compreheTasion  nark  of  94  percent. 
This  shows  a considerable  gain  over  her  first  score  of  150  words  per  ninute 
on  the  Courtis  Test—  a gain  that  is  scarcely  reflected  at  all  in  hor  photo- 
graphic records.  Lines  6,7  and  8 towards  tJie  end  of  the  record  give  evidence, 
however,  that  the  subject  is  capable  of  rapid  reading.  The  record  for  line  7 
is  much  superior  to  the  record  of  any  line ‘in  the  subject’s  previous  perfor- 
nanoe. 

2.  Record  of  a Very  Rapid  Fifth  Grade  Header . 

Plate  DC  shows  tlio  record  of  L.C.  before  training.  L.C.  is  a nine 
year  old  boy  in  the  fifth  grade  in  tiie  blanierre  School.  The  teacher  reports 
that  his  general  class  average  is  98  percent;  his  reading  ability  is  "excellent". 
He  is  described  by  the  tecusher  as  a very  rapid  reader  who  is  able  to  retain 


■what  he  reads*  Ke  is  ”fond  of  reading  and  reads  extensively  outside  of 
school”*  His  lips  do  ijot  L^ove  in  silent  reading;  he  gives  all  the  evidenise  of 
splendid  concent i^at ion*  Eis  parents  are  native  'bom*  The  school  records  and 
the  teacher’s  report  indicate  that  L.C*  is  a "gifted”  pupil*  Eis  progress 
tliro  the  grades  has  been  accelerated* 

Plate  IX* 

In  dry  seasons  there  trere  nore  cliildren  and 
loss  food  at  hone*  Then  they  assembled  and 


flevr  axra;^;  in  ^zreat  stmnas  to  tlie  east  and  to 


the  south*  They  traveled  hundreds  of  rales* 


Sometiraes  on  clear  -warn  moonlight  nights 


they  traveled  all  night.  More  often  they  settled 


doTjn  late  in  the  afternoon  and  fed,  and  then 


continued  their  "VTay  the  next  day* 


Silent  reading  by  fifth  grade  subject  L.C.-  before  training 


J «,»«r 


t » r , 


r 

t , 


• ¥ 


:j.  ■■■  ■>: 


[ ■ •■■'r‘  ■} 

j 

'’  " . 'r 

t 

,.  » ^ , '■ 

' 'I' 


*/'''■ 

• - •{■-''■ 


■'  'uj'\ 


k>’ 


^»'.>  i '■?  "i 


•’  ,1,  :':i«  .’’I-'.’OJ 


vr’*  *.?. ■■  . .'  J-J-.'i  l.'  ’.L-%  jihrra^  ■ ’. 


.,  "'  , , - ■’,  '"'  ■"•'"'itt  C’V'^ 

■ ' ■.  ^.r. : ■ ' , r, ; t 4^.'v‘  , oi  ■»•.  i.c.  J n ' 'i  T ■ic-T.>.f 


f 


'■f  n.-)',  »!  ■ 


■ 4,  '.,  ,1 ' i/!"  ' ■■'?'}  '-**-, 

" ^ '*■  . ^■^• T^JVr  J y'!*  'J  O 

'J  *:  ■r.1*cc,'^.^  ’ ■*t->-i.T  ' ' ■ V ' . 


'Xt-  . • f V.i, 


‘i  ' 

^ ui- 

1;  yy 


.v^ 


4 'Ti*.  6cv*'t  < -S'-C  ■ ^ 


t 


■ ''  V/>,'.V 
. . ^ . 


. . ^ ' . ’■  ,r''‘  ‘ ^ ^ ' 

^ ^ < 1 1 # 

t'i*  'H'f.  tVt.'T''  , . tr..a  v-U..-  , 


M : 


I ' 


. 'iV 


+ 


“•.f 


>.i 


' I ' « Ifi  * • 

^ '>  III'"-'-.  'm 

■f  i-f  ' '•  . " (T-aBBI 


- fif  •-‘^■3 ' v‘’’ti;  i>i' i ir:Jt  rtf?^.,,t.  ;,„;,  ’ ,, 

Y - ■ ■ ■'  ''f<  ■ ' 


Ai 


yfi  ^itfT  -j"4  ~:  :a  J > > *» "■-•.•>  ;’<I 


■! 


* ' , 


\'1<' 


■ ' I ' ^ " I ; ' . i.  ' 

y'^rr:  /M/iH  'y 

'>!•'  ■ ' ’wmr*-  ^ ■ 


3«  ' 


i'fh’ 


' ^ fl 


. i' 


■ . • * • J'P  ^ 

1 4 A f ifl*  l^iAlT^  Ai  j'  mJql 


2oS 

U\J  I 

The  record  on  Plate  IX  tjh'rra  that  L.C.  is  an  exceptionally  able 
reader,  Tlie  errera^  nunher  of  fixation  pauses  per  line  is  Txjt  5,  i9!iich  is 
practioally  but  one-half  of  the  average  of  S*3  reported  by  Cray  for  his  fiftli- 
grede  subiects.  There  are  but  2 regressive  novemonts  in  the  whole  record.  The 
regularity  and  rhythm  of  eye-move  lent  habits  displtured  by  t>iis  record  easily 
excel  those  of  any  of  the  previous  records.  The  average  duration  of  the  fixa- 
tion-pause is  12.8  as  conpored  rrith  tlie  average  of  14.3  reported  by  Cray.  The 
record  shows  very  clearly  how  L.C.  Tms  able  to  score  270  T:ords  per  minute  on  tli® 
Courtis  Reading  Test  and  secure  a mark  of  100  percent  in  comprehension  by 
a-icv.ering  47  questions  correctly  in  the  5 rdniites  allo'ved. 

Plate  X. 

TShere  cornfields  stood  at  sunrise  nothing  rs- 
mained  at  nigiit  but  stumps  of  stall :s  siiaming 
with  Jiungrj'’  h*oppcrs  straggling  for  the  last 
bite.  They  stripped  the  garden  pa.bches  bare. 

They  gnawed  great  holes  in  the  rags  a;'id  car- 
pets put  cut  to  save  favorite  plar;ts.  The  buds 
and  fruit  of  trees  xjero  consurird.  They  fol- 


Silent  reading  by  fifth  grade  subject  L.C.  after  training 


>,  • I-  •».  V -f  ■ ’TfV 


. t*  m* 

V * ’ -*  *f 
.S'' 


i 'i'-'.'  l-.iy 


' < ''.  t 


N.  '•  ,f' 


».  ■ ..-  s,  *-.••.»•  • . . ; % »» 


.,.,v  ’.'I  'r'f'  ’>•  '-^v-  ^ 

■ \ v ’*.  j f.  r-'":  t:^'  *, 

'(.}  - ’)'■*;  <f.  sJ*. 

/,  j , ' .•...■  -j. . . ■ f}  .7  ' * 


■ “tc  ■?:•’•'■  " .^■  jl:‘r  '■  "■■ ' 


'5  :«['ji,'r.-v. ■ S''.'  . 

■.,  -..m  , h . J’. nr;  • . :••  ■ 0 ^ . ■ '’••*<■ 


• ’ <., 


,oi-  ■:  t 


% ' fc.' J rr: 

5) 

:i  .»«'•■■■  "'f  •■5  '-'V 

, , f.  . 


i f ■'  ' >'  J I 0 ' 

-■■  ■ z( 

-.r-^  > -A 

■.15  if!'  rj  r’ii*' 


? r'v  r,S; 


*;  ■ *1  ■ •,  / . >'  ‘ * * ■'  ‘ 


•.  • . Vi  r,/v  ■ . 


.no  ' ' 

, • . '-'j  i 


• ■ *dl- 

I ' ^ 


■y.  zc  yc 


. ? '. ■ I ' 


'*■  ■'  *t  v'*'-'  if-’i ‘ i ' itv. ’ i « , ’ *■*;  />.  - V- 

*.■'  ■■  ''■v^■/^\^v^^iv^•  ■ ■■  •■.  ' - "'  ■ . 


■ ! ' '•  ■ ■ - t 

* i 1V_  • . • : ^ 


■ ^ : 


• ;•„.;„•■  -.r.-  -Ac  •'••  -.‘'n  ;v-,  , 

. , k ...W  k '1  »•  • k ^ r . > . ,.j  . . .,  ^ i,.  ■•  k| 


,1 


,i>-  ' ■ >5.  f ■' '/'■■•■  '' 

1 '.,  ■ ■ V!  ■ -.'  ■ (»■.''«'■■ 


, A r ! ■ I ''  :■ 

>■:■  V<f; 


i 


.’,r  ;v  . ' '•• 

T’^rJ  ^ .. 


...  V 


,v4'  V - ^-V  :r!^■■'  ■ 


L '••  v' 


^ > ' 


;,  ■'  -k-' V.lBf ’■■‘■f  ■ 

‘ '■■  ' ' ■'  ' . . 

.4''  .4,i5«r;'  -J 

>’"  t if!  . . .r  .i.;  '-;i.r  irrzi  -'y^u  n4  i '•■-  -'f’:  i. 


.t..‘  ‘ i 


^ ,t  I ■ * ■ .“''  ' y 1 •'  ■ 4'’  ' * *'  ■ ■ ' - ■ ^.1  * . 


J S ,y,'/." 

k?,  •} 

yi. » ... 


,.^-t.'  rWic  . . r. -v:'*  ■" 


X ‘ 
i A 


r.'  A ... 


orvo 

"TwUw 


The  record  in  Plat©  IX  rd^t  "be  thouj^ht  to  represent  alraoet  the 
pJ^siological  limit  of  reading  prowess  for  a nine  year  old  fifth  'rrstd^  sab:^ect. 
Plato  X shews,  hoTTover,  that  L,C.  tnrprovcd  very  noticeably  as  a resv.lt  of  the 
trainir-5<»  There  lias  been  a reduction  in  the  total  nirsiber  of  flration-pai:.ses 
for  the  first  6 full  lines  in  each  record  fr<n  30  to  21;  the  averay,©  number  per 
line  has  been  lotroredflrom  5*0  to  3*5*  The  average  duration  of  the  pauses  has 
ncnxnted  but  slightly — froa  12*4  to  12*3*  There  occurs  but  on©  re'^ressiv© 
r^oveii2©nt  in  the  second  record* 

There  is  a balance,  a string,  a rhytlxa  to  tlie  eye-v.ovmr.ents  of  this 
subject  ■ws">.ich  no  previous  record  has  evidenced#  The  grasping  of  line  3 in  t"wo 
fixations  is  rather  striking*  It  shoT/s  the  wide  visual  r-xian  ■ffihicb  the  subject 
utilizes  in  his  reading*  The  average  of  3*5  fixation  pauses  per  line  ic  lotrer 
than  any  of  the  averages  reported  by  Gray*  In  t!\e  hiercirchy  of  eye-inox^enerrt 
liabits  tdiich  these  photographic  records  have  ovider.ced,  Plate  X stands  as  the 
reflex  of  the  highest  and  nost  efficient  t^rpe*  There  is  a coordination,  a 
lianaoni cation  of  tli©  constituent  neurological  processes  of  the  reading  coiaplex 
ovide  'ced  in  Plate  X,  tdiich  stamps  the  reader  as  one  of  exceptional  ability* 

This  conclusion  is  furthered  corroborated  by  L*C.*s  record  in  the 
Courtis  Test  given  at  the  end  of  the  training*  Ills  rate  'eras  3G5  trords  per 
ninute,  as  against  270  on  his  first  record*  His  indrac  of  eexaprehension  ms 
97  percent*  He  answered  66  questions  out  of  a possible  70*  Only  2 of  his 
ansT?ers  wer©  incorrect*  His  record  of  64  correct  ansr/crs^considerable  iinprove- 
nent  over  his  previous  record  of  47*  The  increase  in  speed  of  L.C.'s  reading 
as  shown  by  tlte  ©ye-noverient  records  is  frocn  48  lines  per  tdnute  to  66~  an 
increase  of  18  lines  or  38  percent*  This  harmonises  fairly  closely  vdth  the 
increase  as  shown  by  the  Courtis  Test  of  125  words  per  rdnute,  or  4G  percent* 

All  in  all,  Plato  X rives  a record  of  tlio  highest  type  of  eye-no\’eacnt  b.abits 
photograplied  in  this  investigation*  To  facilitate  a closer  coaparison  of  the 


P^)5- 


••I-':  -'! 

- 'ei 


-run 


' r-.i."  •'  i ■’  '■•■. 


* '*  * • ' 


( .K,**:  -o  7’»iJ  f .f,*/.'' 


*.  r ■ .M 


-,r/l  I-  ■' 


-'I' 


r « 


v.»r.  . 


* 'fu  «'  i ■ 
• . • ' 


.N-,;;;  -,J  • ‘,  r ^ 

r - ' i v.^;  i '■'■■>;• 

tfl  ' 


. fV*t 


-.1-1  ,yi(f  ; 

Y 


•,  ^ < t; 


- -.  •<(■  y ■.  , ■ 

•;  4r-'^  '• 


■'  7' 


'■'e/‘;^.  r'  -i  '.^’.:<.I  >»-£*-''  ‘•’T*—'  ■ ' ■ • ■ 

. ; ■;  - '■.  '1-  ;.,3J,1  0 ^ 

•-Sri/urr  -■- 

. ■ . t>  t-  n*‘C  r.i  ,naK-i>r- 

. •.  . 70  aL.m? 

'tj  -i%C  ^‘fO:**J-.‘  V --Jl.)^ 7*TrT  ' *•  »•'  '■f'^^>..'' 

y. 

^ - r - » ; 'r  .'?!''  ' ■>  - ^ "i  1 I ’ 

, , .^.  ,7  t ■ n,  ..  -4<  fl.<'  v ^ >».“'■*  w .^  » . 

.'  ■ y ^ ..f- 

"Tv.ai  ,!  ■:  ■ari'f  •’%  ■ yM*;Ki^  ■.“  '-  ■ 

.)■'  _ (;  l',  , . ■ : ' ■ ' 


.J  \.-4  ’i  fi!  4>».  - «•  ’ J ‘5 

.'  i:X  '■  auiX  'ic-  ' *r' 


1 1 


■-  ■ .-.r' 

■ .. '"c  • ♦ , ?-4  -; 

/ •.  \r3'r-f-.v  - ...  ‘^■-‘•''V  .1  ^ ^ 

•?«»:..•. nsf*..  •■  " '■  '■  '■  .-.?* ' O'  '**, 

•v.:if  A.-  .-.-4-  t!  ofr- 

’ v'  :.'0 -.  ? 'I 


• •'.  '•  ^ .\  --■  ' ' 

"'  JF  ^ ' - ' ’ ^ 


ttlirf 

<«.:  to  r^Tin  | 


:'.  1?-;^V0Q  "f 

. "^LKr:  C 

I j ji-iti 

•;  /i  ,rxa;;  ' ‘i". 


» “ , t' 


'i  S ' 


..t. 


olf  ■• 

5:"s'.  7 ..-■■t}. 

•■  Ciui  “ ’Ol' 

,:  .-via  ■"■  ■ 

/ ?-i 

J'-' 

£cr:eb  u.t^B 

• 

■f  .' 

f^:-.  '■'■'■  •*  •*"• 

-'  '-'vJ  .•  ’ 

a. 11  ■■■^^. 

' .^3  r V,’ 


, -•.•  *'v  »'«'i 


, r 


T of"*  ^ 


, ‘'•«a*5C-y  \ ^ 


.*7(V:  -J-^.  ■ .^■  ' .V  - : ■ ■ ^ j:  ^ -i  ••’  - i'v  ■""  3‘.Tb  Jli 

. ‘ .jv  -■>?t-;. 


/ ‘ f • ' ' ' 


r-  ;.i/.-  ••"!  '•  a...  }■■  V-  • . -ym?  /'■:  *?■?  •'.  ■ "^  • 


8.' 


'.4_i 


ft  - "-T 


.'I". 


u »4n 


: vr  II., 


f 

. V'l.  i'  'i  4 •;^ 


0.^7  7 

-nr\r\ 


tyro  records  of  L*C*  the  data  on  each  perfon;ianoe  is  presented  in  :;4tfcRilar  form 
(Table  3^0 


Table  XXXIV 

Conparison  Of  tlve  Eye-LIOTeiaent  Records  of  a Fifth  Gi-ade  J3ub,ject, 
L.C.-  Before  a:id  /ifter  Training  in  Rapid  Reading* 


Runber  of 
Pauses 

Average 
tion  of 

Dura- 

Pause 

Aggregate  Dura- 
tion of  Pause 

Ilunber  of 
Regressive 
'"ovose:;ts 

Record 

Itocord 

Reoor<Sl 

Record 

Line 

I 

II 

I 

II 

I 

II 

I 

II 

1 

5 

4 

12.8 

10.8 

64 

43 

1 

0 

2 

4 

3 

12.7 

14.7 

51 

44 

0 

0 

3 

5 

2 

12.6 

16.5 

63 

33 

0 

0 

4 

5 

3 

13.8 

15.3 

69 

46 

0 

0 

6 

6 

4 

10.8 

13.0 

65 

52 

1 

0 

Q 

5 

5 

12.0 

10.2 

60 

51 

0 

1 

Total 

w 

2i 

70 

30.¥ 

~o72 

2 

1 

Average 

1 5 

3.E 

i 12.4 

12.8 

12.4 

12.3 

0.3 

0.2 

Plate  XI. 


Triere  is  iio  uore  interesting  study  to  oarine 


arcliiteccs  than  that  of  tlio  groB-th  of  modem  ships 


from  trioii*  earliest  fom.  Ancient  ships  of  vtbt 


and  of  coomeroe  equally  interest  then;  but  as 


they  study  tlie  sculptures  and  ivritings  of  the 


ancients,  they  find  records  of  \yar ships  far  out- 
nuirft:«ring  ships  of  Conner co. 


I'i.A  .iCV-?».  3 

/'  < „'K.  ^ . ,- 


. .1. 


' , ,’■ 


"i  i 


»- 


ff  rj  -rH. 


f 'f  i' 


'"i"‘ 


f . 


• 4i 


,1  * . 


: L-.Jr  ^ 


A : y 


■I  ,-'  ' . '■  't 


■iij.'  •:  j 


;il 


.V<‘ 


■•■  ; I 


'■:  i • |- 

. , ' I 

\ \ ^ " 


**;■ 


rj 


\ 


i 


'a' 


(•  ■ 


■ ■_  ^ • ' ..;h  . 
' i i ‘il.il  ' ' 


'2,0'^ 

O 1 /-v 

J.U 

Silent  reading  of  aoventh  grade  subject  M*C#-  before  training* 

III.  Sye-Movement  Record  of  a Slow  Seventh  Grade  Reader. 

Plate  XI  shows  the  record  of  M.C.  before  training.  M.G.  is  a 
twelve  year  old  girl  in  the  seventh  grade  in  the  Hendricks  Scliool*  At  the 
beginning  of  the  training  she  was  a slow,  plodding  reader.  Her  comprehension 
was  good.  Her  rate  on  the  Courtis  Test  was  170  trords  per  minute.  Her  index 
of  coiaprohension  was  100  per-cent  tho  she  succeeded  in  answering  only  28 
questions  as  contrasted  witli  the  47  correctly  ans5/ered  by  the  fifth  grade 
subject  L.C.  before  training.  Her  parents  are  native  born.  The  subject  mani- 
fested great  interest  in  the  training. 

The  record  in  Plate  XI  would  seer,  to  indicate  that  the  subject  was 
of  the  over-careful  type—  painstakingly  fixatii^  practically  evei^’-  woi*d—  some 
of  them  twice.  For  a seventh  grade  pupil  such  siiaple  words  as  are  contained 
in  lines  1 and  6 should  not  require  11  and  12  fixations  respectively.  The 
average  number  of  fixation  paxises  per  line  for  tiie  complete  record  is  8.4  as 
compared  with  an  average  of  7.7  reported  by  Gray  for  his  seven  seventh  grade 
subjects.  The  total  number  of  regressive  movements  for  the  12  complete  lines 
is  30;  the  average  number  per  line  is  2.5.  The  miniber  is  excessive.  It 
indi'^ates  an  over-cautiousness,  a mjsticulousness,  a dawdling  over  the  \Tords 
which  would  appear  to  be  qtiite  unnecessary  for  a subject  whose  comprelTonsion  is 
8UB  good  as  M.C.’s.  It  is  not  unlikely  the  result  of  a slow,  plodding,  leisurely 
reading  habit,  which  as  Huey  says,  tras  probably  ”set  and  hardened  in  the  days 
of  listless  poring  over  uninteresting  tasks,  or  in  imitation  of  the  slow  reading 
aloud,  which  was  so  usually  going  on.”  An  average  of  2.5  regressive  novements 
to  a line  shows  very  clearly  that  tho  subject  has  not  formed  efficient  habits 
of  regular,  systematic,  rhythmical  eyo-mevements , but  suffers  from  inefficient, 
wasteful,  time-consuming,  repetitive  ocular  motor  reactions,  'odiich  !iave  become 


Imbituad 


.V 

.r<--  r 


•;f  ••?■'> .1 '•■  h 'i,o  r*‘t  . *■ 


. . r;  3<.‘i  • 

' 

• , ' • ■ .•'" 

* 0 ^ 

■)'>'••  ,4 

T‘v/>  . 

.1  4»  '-V’  .<'}>  >': 

■j  j '■•  : --  "’wT  I ■>  • 

VX  ^l-'C  • 

o' 

' •*  . 1, ■'  V '■; 

m 

. J - V-  .. 

4T  ',.>t  ♦ 4,  ''.  -jy 

r > -/f;)iv  n ’*  of,,  ;...r’sy  • ,s 

- K^’  ‘ ii.  T 1 • J .'■4^  ; 

.•■  J.  '‘j.; 

v-4  < x-44.-.  X'- 

-'  .r.,1 

j 

y “ r?;-nr  ' ■ '.  ^ i 

■J  7 O . ; ; 

^ ' .w' 

• . . :sX;.  - '..J -■  y 

- * • * 

■•J'ff’’  :i:;«  ■ .1  6f»5  ■•!=:>'  ;;  y.v. 

4 . . .'  “ ?:  ;r  : 

i?d?  • . ♦ 

r 

v.< 

,rx. 

•;  > ». 'C-.r  '; 

>■  .'  1 c-n  -i'-..,  ViJ  .‘v  v.'i  .i 

f.f, 

y -• 

. t<»*.’C  .•  ' 

. • 4. . .•’>'■  ■>  y.' 

m ■ 

' • - y.’ ;.  » ;»  ' 

:-''t  #0  ‘..0  r.X ' 

. ' '■.  n ,4,  • 1 ' 

, J 

<j,44  ^ 

-I'fl  ■ <.  • 

S»  r • 

M , 

.iL"''  1®  X iv  y 

I ^ ’ 

4 ’ ..‘i-ii  ■ , 

*■•  ■ • "T ' 

«i  0 : > 1 : 

. J - OrfiW. 

Y * 

.'  '<*r  -'I  »XX  >,-■»- 


r.f.r„ 


> 4’,  , 


'•W 


r»f 


•,ui  1/ • '(!  .•>  / c'ct,  n 

K>m 


rr! 

>v-:  x«vi  * 


'/f. 


; ^■■•>'*.5  4ie6  - av~^l  1.1 
: I ;i  2 .tir-  5 

■-■•:•  ;. '•4-v  V,  V '4,-J'  'f,_,  t2'f’  rji  iijlist  fTiitt-pc;; 

•M  Ll^oJ  . ; I't**- ■.!■,. 


^ «;■ 


i J' 


ti,* : :?a  v^».?  o.) 


xi*-  '*'*- 


s :V-'7  ‘J  f < ..ifjy-ir'f'-*'.  ■ 


. i'':,  ■ '•■ 


4. 


/Y  • ■■  I 


j<.  •:  • - j .jY'ii.r  “ r,’vi./j'.i'  \ni:Jr’>'  /9vari*»r--ij  viftfS  j»  '■►-.■f 


v>Vv 


■,/■.:  . ...  x,«w  . . . ' .,  .^ 


< %' 


■rx.»:s-.r,;.  -*  y.'. 


■'>-  ♦ r*. 

Cl  : :>  ■ •.'■■xr 


m 

i 


Plate  XII 


There  is  no  question  noffr  that  the  ships  of  the 


ancients  nade  extended  Toyages  urged  by  oars 


alone*  A thousai^  oarsiaen  trere  scanetines  re- 


quired to  mn  the  sueeps  besides  a orev  of  five 


hundred  soldiers  and  sailors*  TJritten  descrip- 


tions give  us  splendid  pictures  of  fleets  of  these 


ancient  ships  noving  swiftly  along  the  villa-dotted 


shores  of  Greece,  or  majestically  sweeping  into 


some  lairror-lilce  harbor,  and  \rith  sounding  truia- 


pets  saluting  the  setting  of  the  low,  \^estern  sun* 


Silent  reading  by  cjeventli  grade  subject  M.C.-  after  training* 
the  fixation  positions  are  narked.  It  v;as  impossible  to  determine  tiie 
of  the  fixation  pauses  on  tliis  film. 


Only 

duration 


I'  - ■,  ■■ 

I . 


•••  " V'.-! 


’4J^ 


tvttlr  ci'j  v •’>  rr  * 

•t  . , I 


* . : ,'i-  i 


■ -isr.  ' 


V 


■'  ■-'.  •?;>!< "7 V,4r"t7'  •?(»»;. 


'.  ' < 


■ 


■■A  V .W. J' ^ •‘3*5  '*  ;r  ' • t “v-..- • ; .!<:•" •*; :»• : rf v*'  ^ . ■*' v- 

.4. 


'i'\ ' ',.  5 r*-'> 


1 t 


’, . i ' j '- 1: 1 i.'  - ■ -'•  ' - J ’-  '■>  ' ■ ’ 


:?  ■'■'i  ■ •’ 


(.;■ 


^ L;,tv  -X.J  ;. 

■.  *"  * ‘ * I,*  i 

f ,\  '.■•'■  J ■ '■'  • - ; • '■■ 

'•  vcV: -i 

S ’■  ' . ' ’-1  ■ 


rJ 


■ . ,^,  > 

/f  .,  .V-.’ 


- >t';  '?^ 

Tt  r.;‘  'J  ^ 

■■^4.  cV  v-''*' ■v’’ 
■ 

1'.;. 

‘S 

' ^ <h  '.  * ^ 

...T)  .,rj 

V ■•'  ■ ■;  !* 

•>  -i-fO  .1  ■! . • -JjIt  ' 

' . -^  '<  • '•  - 
'it. . ,- 

_ ‘••,  S'.;/ 


tJ  .r’'.'^'"-  0" 


''.'  *’*'  ’ 4v.-oa 


•i.  '/ 


Vf't 


. fr^-C  i •’  -t'  c./ii  • n?®:^ 


' ',  ' . '^iy" 


'■  »V  <-l 

•■V-  ./ 


. * ' 
'I-  . 


.-  r 

V * c *^  . * ' , 


.•>'•  t 


• J ' 6.^‘. --fsipjov-j  . *?»Xi8' 

•;"0;;-;;..  "AJf'  J:  , :.«:*•  3'132  .' i T*  h'Nr'n  '7(. 

■X  'rf' 


:,ui:  "0  fxiiiiK*  . • *i0 


i^''. 


■'.irf 


‘■J’ 


' I 

4 


■d 


The  record  in  Plato  XII  shows  a considerable  iraprovonent#  The 
average  number  of  fixations  per  line  has  been  reduced  from  8*4  to  6*5«Vd.th 
the  exception  of  line  1,  no  line  required  nore  than  8 fixations#  The  function- 
of  a wider  perceptual  span  is  clearly  evident.  Line  8 is  grasped  in  3 
fixations,  while  the  sioallest  number  on  any  complete  line  in  the  subject’s 
previous  record  was  6#  The  regressive  novei^ients  dropped  from  an  average  of 
2.5  to  1.6  per  line,  cKJst  of  i^ich  occijirred  in  the  initial  fixation  in  each 
line. 

The  subject  is  evidently  finding  some  of  her  nuriierous  fixation- 
pauses  unnecessary  and  is  setting  up  raore  efficient  Iiabits  of  regular 
rhythmioal  eye-novoments.  The  improvement  effected  in  tlie  reading  habits  of 
this  subject  by  training  in  Type  I,  Thich  is  reflected  in  the  photographic 
records,  is  further  shown  by  the  data  froa  thse  Courtis  Test  administered  at  the 
end  of  the  experiment.  The  subject  scored  a rate  of  368  words  per  minute  as 
contrasted  with  Iier  previous  score  of  170.  her  index  of  comprehension  is  96 
percent,  but  she  answered  67  questions,  of  which  65  were  correct  as  compared 
witli  her  previous  record  of  28  correct  answers. 

The  data  from  the  two  e.  e-nwvernent  records  of  subject  15. C.  are 


presented  in  Tabled  a 


■ip  ='-^. 


mf. 


.’>y'  > 


i.'^  )'-  K^!S«  v.'iiX  5r{;v,v»:;xi i,,  j'-' 

■ . ■•  t - : ■ ■ ^•  ■ ’ ‘ ' ■:*' 


■ ^riv  - ;::•■■.,  1 •j'y.A  &v-Si^T'’^ 

■ ■'  ’■  »/  ' •■ ' ..  •.■'•■•■  S ''  ■=:  ■'■•'i':' 

J JT  ,J  it . « K >'  • ,£>!..  T 

■:-#■, i- 


:< " j 


<■'  ■ i r.  •'. 


'•TMt:-.;  , , 


'.  •f- 


>■  . : - ,••/' nt;  < -c 
> . - ^!’  -li''.  UX 


)•;  S.'t  ''J  •‘  ■^.  •( 

' I , •*- 


: <P 

J li.  . •«  ?’ 


,1 


< f \ ' 
• ^ ^ 


s.  • *'  ' 

■r  " : :' 

n ■ 1 ^ 


r?V  ''  v;I.vt  i' 'J 

• 'o, 


M ' 


r: 


• . £■  :j'  . 

,:'j.  ■ 


'ir^- 

j«  . V-'C>.  ^ 


' >. 
.vJ'\ 


;>i . 'V; 


, r.  -•'■• 


V r 

.»  . ' ’.  6 

• - , 

:•  O';  ■ ;; 

'■''  • i 

) • ■ 

' t 

• f 

■'ll;  - » . 

i • 

> 

, ' 

. V « f 

, ■ 

',1.  * 

.*•  '‘POT.  HJ 

5'»1  • 

r •• 

,-  , (i  ■ 

^ JiJ 

M. 


if 


.rr  ••  ' 'j  j:\uiX  -Asivv  1 '-Jr'.'y^  ‘i 


■*  ; * ^ 

. ‘i ./ :r-t  I n.'  ''?:'’'  I •' 


(^'Xo?xi  ' ^ • ’ ’ .-V'.’’,' ^■ 


y.  .■  - 


j ',zl  no.:*.?  av  . ’ > 


-sv,  ; ■ • ' ^<.  ■ .f  ■ 


‘1'  ■ ■ .’^  J’  .'-V  ■ . , * . rl' 

- : , . ..  J oa’ 


jj-  -;.-y  . •***X  ■’•Tor  ? : T'v^  ;^JJ-'.v-' irat- ’.^. 

’.  ■'  . "•'  •’  ' ,'i  •''  ■■.•.£'  .■  -it’  - ""!r  i'ir 

.■C^r'"»v  . *r:..  -V’.*'  t 

V--  ; ''■  .'  ■ ■■  , •■'..> 

. M - ' : ' H , c > ;.  'i  CT,.  T^rr^Ui;? 


,*>•  U'  t'  i»  w '•  . * 1 ^ ^ • J V-i/t’*'  '4.*  C'  ’ 

r v,*i  .*7  Oii/i 


’ ■ '•■ '■’  t 'i 

*%  > 


td€  - X tu.  it9i\rr-nrr 


;><  I'.  !.■%;■  r-V 


i 


Vfl  •.'*1^  1'  **  . 4 ' 


Table  XXXY 


Cosaparison  of  the  Eye-Movenent  records  of  a Seventh 
Grade  Subject  M*C,  Before  aaid  After  Training# 


Line 

Iftaaber  of 
Pauses 

Duration  of 
Pauses 

Iftcaber  of  Regress- 
ive Llovements. 

I^ecord 

I 

II 

Pocord 

Average 

I 

Agr^egate 

Record 
I II 

1 

11 

10 

13.2 

145 

4 

3 

2 

7 

6 

10.6 

74 

1 

1 

S 

7 

5 

10.9 

76 

1 

1 

4 

7 

6 

10.4 

73 

1 

1 

5 

8 

7 

10.1 

81 

3 

2 

6 

12 

6 

12.0 

144 

5 

1 

7 

6 

3 

11.7 

70 

0 

3 

8 

9 

3 

8.1 

73 

3 

0 

9 

7 

8 

8.0 

56 

2 

3 

10 

6 

6 

10.8 

65 

1 

1 

11 

9 

9.2 

83 

4 

12 

12 

8.8 

5 

Total 

Average 

101 

8.4 

6^ 

6.5 

KfSVfii 

10.3 

1557 

10.3 

“ SS”  ■ ■ 

2.5 

l6 

1.6 

A few  other  photographic  records  were  taken  of  el®33entary  pupils, 

:“ut  it  is  thought  that  the  records  shown  above  reflect  sufficiently  well  the 
important  - Lodifications  in  the  eye-movexnent  Ixabits,  i*e*  in  the  nunber  ajid 
duration  of  fixation-pauses,  number  of  regressi-ve  movements,  regularity  of  tlie 
eye-mover3ents,  etc.  which  vrere  effected  by  the  experimental  training 


o.\>' 

O 1 >1 


Eye-Movraaent  Records  of  an  A^lt  in  Oral  and  Silent  lieading# 

Plate  XIII  > 

There  is  no  nore  interesting  study  to  isarine 
architects  than  that  of  the  groresth  of  irsodem  ships 
froen  their  earliest  fora*  Ancient  ships  of  •crar 
and  of  oorrraerce  equally  interest  thera;  hut  as 
they  study  the  sculptures  and  vnritings  of  the 
ancients,  they  find  records  of  ■warships  fax  out- 
nunhering  ships  of  oasa.nerce« 

Among  ancient  nations,  the  Greeks  and  Ro- 

Silent  Heading  by  adult  subject  J.A* 

Plate  XIII  shows  the  record  of  an  adult  J.A*  in  silent  reading* 
The  subject  is  a graduate  student  at  the  University  of  Illinois  who  had  read 
quite  extensively*  He  liad  received  some  training  in  Type  I.  It  was  thought 
that  a oonparison  of  the  eyo-iiovernent  record  of  a trained  adult  reader  tdth 
tlie  records  of  clenentary  school  pupils  "would  yield  soarxi  interesting  results* 


Til©  record  bogus  to  reflect  a greater  degree  of  rvaturity  than  any  of  the 
previous  records,  iTith  the  single  exception  of  the  record  of  L,G,  after  train- 
ing,  as  shcwi  in  Plate  X«  With  tlie  exception  of  the  latter  record,  the  average 
nunber  of  fixation  pauses  per  line,  4.3  in  J.A.  *s  reading  is  less  than  tlie 
average  achieved  by  any  of  the  grade  pupils.  The  anrerage  duration  of  the  fixa- 
tion pauses  in  J.  A**s  record  is  11.3  ■which  is  1.5  less  than  the  average  dura- 
tion of  the  fixations  in  L.C.*s  record.  There  is  a greater  regularity  and  laore 
of  a rhythmical  character  to  the  ocular  motor  reaction  in  J.A.’s  record  than 
appears  in  most  of  the  previous  records.  The  average  nunber  of  regressive 
movements  per  line  is  very  small—  hut  0.4.  Tli©  perceptual  span  is  t^ider  than 
that  reflected  in  most  of  "the  records  of  the  elementar^^  pupils. 

Plate  XIV. 

There  is  no  more  interesting  study  to  marine 

architects  than  that  of  the  gro'  ih  of  modem  ships 
from  their  earliest  form,  .hncient  siiips  of  -'.■ar 
and  of  conr-icrco  equally  interest  them;  hut  as 


they  study  the  sculptures  and  ■enritings  of  the 


ancients,  they  find  records  of  -warships  far  out- 


numbering ships  of  oonmerce. 


Among  ancient  nations,  the  Creeks  and  Ro- 


Oral  reading  by  adult  subject  J.A. 


f 


21^ 


After  the  subject  J*A*  liad  reeid  t)ye  selection  silently  before  tl^e 
caraera,  he  "vyas  requested  to  read  it  orally  to  see  hocr  the  t-eo  records  mould 
cocaparo*  Tlio  the  subject  hod  the  adrai-rtar*©  of  bein^  rsor©  farriLliar  mith  tiie 
passage  mhen  he  mas  called  to  read  orally*  Yet  the  record  in  Plat©  XI7  shows 
that  oral  reading  occasions  raich  nore  curabrous  and  a^emrd  ocular  motor 
adjustments  than  its  silent  protot;'/pe.  The  anrerag©  nuEiber  of  fixation  pauses 
per  line  iiarjediately  rises  froci  4*3  to  6*1,  showing  that  the  perceptual 
process  is  forced  to  wait  upon  the  slower  process  of  vocalization* 

It  is  significant  also  tlxat  the  average  duration  of  t;  e pauses 
nounts  from  11*3  to  14*6*  The  total  number  of  regressive  movements  jumps  fresa 
5 to  9*  The  uniformity  of  the  ocular  motor  reaction  habits  is  disturbed  by  the 
attezpt  to  S'/Tioroniso  the  perceptual  process  Trith  the  slower  and  more  unwieldy 
process  of  articulation  with  the  latter’s  jsore  ccaiplet©  dej^ndence  upon  an 
elaborate  physiological  meclianiGia*  In  short,  the  record  of  silent  reading  shows 
a marked  and  miinistakabie  superiority  over  the  oral  reading  in  practically  eveiy 
i-'.portant  phase  of  the  eye-rnovornents,  i*e*  tlie  number  of  fixations,  the  length 
of  fixations,  the  rtuiaber  of  regressive  novenents,  regularity  of  ©yo-movement 
habits,  etc.  It  shows  clearly  the  physiological  basis  for  the  unmistakable 
superiority  of  silent  over  oral  reading,  both  in  point  of  time  and  energy 
expended* 

The  data  from  the  complete  records  of  J*  A*‘s  silent  and  oral 
reading  are  thrown  into  tabular  fom  to  facilitate  comparison  of  the  two 
records*  (Table  ZC)* 


' '^1 1 


> • ' -,vx  - \ p ' r>-,‘ i ■'*  •-■  r # 


f . J . 


*"i  ‘ 'ivn  9 ' , 


, r 


. > .. 


U; 


•,  fV'  ■ y v l";  1 . ■!*  2i»  • ■ .rr\^  C ' 


• : 1 w-i.i  ^ ,.  '»♦  V 7 •r.iar' ' 


^h.-.  ' ' r- 


'..C'  7 O''  • ■ vv. 


'v.rj'*!  -•'ov 


(; 


1 » 


■-•\r 

w*  r • I 

^ ' ■ '?s 


1.. 


■r:  ..»•'- zc  'r  (iM 

, '.  ■■  J ■'.  .:.o‘f!  jv.'U*?  vi*’-*-' SIX 

•:"  D-'7  f.cr.f  1"  ? r-  V)'  ";'- 

; [f  y '•''■■  Ja:...  >y -L.'.,i- S »/I 

■jt3s  't  >.  ■ r . . . ' '’ 

^ ■ ' ••  '.t>^  "ti  »rf»^  '•>  tt;t-  ‘'' 

>-.  • • ^3iO*’,  .'!  fi'ij  o : /** '.T>i  .7  ocf- 'C'jt  <a4  *3'' 


Klt-1  G '■■■''^ 

'M' 


v:;noc  :v.V  v'/j  ' 


, 'v>'e  ^- 


•C::i 


r/ 


i -4  ? ’-*  tvv.  ;>  ' ■ •■  IB".  jwfsA-J 


.‘I 


*»  ij'x'.-  ' o » » j-"'; -vyvi'i ’i-<vv*  fJt'Jv  5.5*5*^  ^-,  ^ 


■,■•'>-  ••  irf.-.-nyj 

- 3".’0  ' O ' it,.  £jt:  f*';  t jVi.iij  'T^Ji'f  ’It?  *T 3- -.'jJ/ ;!  a 


-xo..;  :Aa^:ac>t»  , 


’■ 


»»,>♦  (Oi.'r  V)  ,.i;>7  »c  Srf2t>n  itX  ' <■  • . i:*u*  's  'H  - iO 

, . ',  <^J  1,<  ■ -y  ..;■.!  ,4  ,■  T , 

• *V  ''  ' - ' ►.  ’ _ -V  ' *i*  n» 


■ 


! j'C-,  ' ‘•:  OsT'Jx.o.  30 


3-i’.  j.-^v 


. 'V. 


v Wi'  '■  ■ ov  - ':>..i  ’i.aJUvfaJ’ 

. . . «■■  • • 
y*V,.  ‘ ■■'  r ' ' 


V 

■‘■TT 


» / % r » ' . Zi ' ' 


f.  4-' 

.,M 


' ..  .i*yi,t -I’fitt  ii.y.v'.  .'/?• 


• t 


. y,--  , , ••  ...ti,('"t;..4.,,..r,^-..> 


■yi.,yp 


■V' 

. • ■ 

’’  '(  k 


/ '■  ■ ■'•  ■'O/'r;  I'J ' , 


. J-r 


.■'A'SKa 


( i i . :.  ..  4 


/ 

Jkflc 


■'  • t 'nf'  K 

,kl 


, I 

'>^  'A •*  i fi 


Table  XXXVI 


Conparison  of  Eye-I^overi©nt  Records  of  Sileiit  and  Oral 
Aeadinr;  Adult  Sub^Ject,  J.A« 


Number  of 
Pauses 

Avei  age  IXiration 
of  Pause 

Aggregate  IXira- 
tion  of  Pauses 

rhi'  ’^er  of  iie- 
gressive  jtove 
monts. 

tine 

Silent 

Silent 

Oral 

Silent 

Oral 

snehtr 

1 

6 

3 

13,5 

14.3 

81 

43 

1 

0 

2 

8 

4 

13.2 

10.7 

106 

43 

2 

1 

3 

6 

5 

14.8 

9.8 

89 

49 

1 

1 

4 

5 

4 

15.2 

11.0 

76 

0 

0 

5 

7 

4 

12.6 

10.0 

38 

40 

1 

0 

6 

6 

4 

11.7 

10.6 

70 

43 

0 

0 

7 

7 

3 

16.9 

12.3 

128 

37 

1 

0 

a 

5 

6 

21.0 

10.7 

106 

64 

0 

1 

9 

5 

r* 

13.2 

10.8 

76 

54 

0 

1 

10 

5 

4 

16.4 

14.0 

56 

1 

0 

11 

7 

3 

14.8 

15.3 

94 

46 

1 

0 

12 

7 

4 

12.4 

11.5 

87 

46 

1 

0 

13 

5 

7 

14.4 

10.0 

72 

70 

0 

1 

Total 

Average 

■ 7S“" 
5*1 

56 

4.3 

i9b.r 

14.6 

Tsllb 

11.3 

11^ 

14.6 

S9l” 

11.3 

§ 

0.? 

— g— 

0.4 

Ti\BLE  XXXVII 


Co'.rpj’trison  of  tlio  Biriber  of  Fixation  Pattses  and  Rer.Tes8ivc 
iiovenents  of  5 olemontary  school  pupils* — Before  and  /ifter 
Train  ins  in  Po.;.:td  Peeking* 


Average  I^iaiber 

Average  Ilunber  of 

of 

Pauses 

Regres 

Give  l.'orcr:3o;:ts 

Record 

Record 

Pupils 

I 

n 

i 

n 

L.C. 

o.O 

3.6 

0.3 

0.2 

M.C. 

8.4 

6.5 

2.6 

1.6 

A.P. 

11.7 

7.8 

2.4 

1.0 

N.C. 

7.1 

5.1 

1,1 

1.1 

Li.L. 

9.5 

7.2 

1.0 

0.4 

Total 

41.7 

30.1 

7.3 

4.3 

Averago 

3.3 

6.0 

1.5 

0.8 

Table  ^ opibaaizes  tl»©  offoct  of  the  experimental  training  upon 
the  number  of  the  fixation  pauses  and  the  number  of  regresBivo  riovenenta  in  the 


'X\h 

•CTTT 


reading  of  five  elenontary  school  pupils*  The  records  of  their  eye-novoitionts 
Imvo  been  presented  in  this  chapter*  The  subject  G*B*  is  ociitted  from  the 
table  because  tiie  improvement,  if  any,  in  this  case  is  less  clearly  discernible 
than  in  the  others*  In  an  endeavor  to  determine  whether  the  increase  in 
speed  of  reading  is  due  to  the  lessening  of  tiie  nuiriber  of  pauses,  or  to  tlie 
shortening  of  the  duration  of  the  pauses,  his  record  shoviing  no  increase  in 
speed,  obviously  could  not  be  used*  The  table  shows  that  the  acquisition  of 
a habit  of  rapid  readir^g  siioh  as  triese  subjects  achieved,  results  in  a 
noticeable  reduction  in  the  number  of  fixat ion<"pau8es  * Tlie  average  number  of 
fixations  per  line  for  the  five  subjects  before  training  is  8*3;  after 
training  in  rapid  reading  is  reduced  to  C*0—  a decrease  of  2*3  per  line* 

The  reduction  in  the  number  of  regressive  movements  is  also  quite  narked* 

From  an  average  of  1*5  per  lino  for  the  first  reading  it  drops  to  the  snail 
average  of  0*8* 

An  effort  t.'as  also  made  to  con^pare  tlie  rate  of  tlie  interfixation  and 
the  interlinear  movonents  of  tiie  eyes  in  the  first  and  second  reading  records 
of  thxee  of  the  subjects*  The  rate  was  measured  in  (l/lOOO  of  a second)* 

The  apparatus  was  scarcely  delicate  enougji,  liowever,  to  measure  with 
perfect  accuracy*  The  average  tijme  per  line  consumed  by  the  interfixation 
movements  in  the  first  reading  record  ims  122  as  compared  with  101  in  tlie 
record  taken  after  training*  The  average  for  tlie  interlinear  movements  in  the 
first  record  ims  42  as  oempared  TTith  57  for  the  second  record*  The  results 
to  not  point  to  any  significant  change  in  tlie  rate  of  the  inter  fixation  or 
interlinear  movements* 

Unfortunately  the  duration  of  the  fixation-pauses  for  both  the  first 
and  second  records  could  bo  determined  for  but  t].roe  of  the  six  subjects  iihose 
records  are  shov/n*  In  tx70  of  these,  tlie  duration  of  the  pauses  is  slightly 


1 


, M- 

"v 


• * .*^  '* 


V i 


■;j|c 


» ;>’i  •..  .5  1 ’ 


* Vr  * y, 

i ' : 


V.V,  ■ h - 


) K*/ 

'i.  i J: 


■ V , j * ■ u u 
> ; ' l i I ' IV 


'i  ,r.  ?'w  r.  I ?i  .1  ‘ : 'j 


•>  T ■' 


s '!*  ■ -'I'.,  • vt  .--<  '«si‘  .•'t.'Vjtf  1“^#'  i’.rfi  . » . ' V'  i.ji 

' j»  V c ' '}  '•  v"5>  ^ '■"’■■  ‘ I "f'  f'w  ."i  n ' f > 

* • ' ■ • • . 


,1v 


f ■ •>. 


'■*  1 ; 


;;'0C.  s.v 


, ''.. . ' J**  ’■  ■i''-. 


■4  •>  . 


■V 


.1'  • ‘‘‘  ; r>  r 


■j  ».  r;  > r • ' 


i ■ ■ -4':  ■ . ‘ ■ 'i'  -'  ■■■.  ?'  ' i- 

7 ’ ■'  ^ V ' fc  'i'-U"."'  7 *l'r 

•V 


i •'» 


■;Q‘ 


V ^ • - • 1- 


jr> 


*'  • r ; '*»  • 


. • ✓ 

• -f.7 


0 7 O 


V j . r jT  T t*-, 


" )U  ■ fi 


<■  ' , • 

C ’,  .,  i .'t.'  ' 'I  . , 0 


;:VJ  ;j  / “OTOirt  0. -7. 7 


>-:  -7  ;.  . s^\  c»J..  'v  -■  . ■ 

■ .;'T 


■ ■'iur  ’•'  Cv  , ;7yV  : 

• ::.v.  '■•  - ?>■'  .j-'  yfn.yrt 


.•V-.  r ■;  I 


'r 


•Ji  7 ^:rr-  ?-■;  g. 


>.  ^ vV.,/ 


. . » . r r ' ^ 4^  A f »'fr  » «» 

* . 4.  «d  ^ „F  Ir  » . ‘ ; 

‘ , ' 

^ • ' ■ 

■ ■ ......  . > • •.' 

i.'-’ ' ^ ' •,  7 *r.  V vvj~4 


>•  f 


\y.  '’.• 
,'  ■ ; 


r . w i / . 'VI 


Y ..t; 


' i ':  mi  Jr  » -‘•.1.0 


«T'  ■.' 


'•  Titf 

• -.Vs  ^ 


iPi 


lon(^r  in  the  second  record;  in  the  other  or»  it  rej;iains  approxiiaatoly  the 
setae*  It  is  very  probable  that  a raarlced  reduction  in  tlie  nuinber  of  fixations 
results  in  an  increase « inore  or  less,  in  the  average  duration  of  the  fixation* 
Vtihile  tile  average  duration  of  the  fixation  beooiaes  sligiitly  larger,  the 
aggregate  duration  ol  the  pauses  per  line  is  ranch  less  than  before  the 
reduction  in  the  moaber  of  fixations*  The  records  of  L*C*  in  Table 
and  of  A*P*  in  Table  , are  good  illustratioi^  of  tliis*  Tho  the  average 
duration  per  pause  for  L*C.*s  second  record  is  12*8  as  ooii^pared  TTith  12*4 
for  his  first  record,  yet  the  aggregate  duration  of  tiie  pauses  per  line  in 
the  second  record  is  less  for  ©very  line  than  in  tlie  first  record*  Tiie 
reduction  in  the  number  of  fixations  laeans  that  tlie  fixations  must  ^braoe 
a “Wider  area*  Tiie  grasping  of  more  material  in  a single  fixation  7/ould 
naturediy  seen  to  be  acooairpanied  by  a slight  increase  in  the  duration  of  the 
pause* 

Considering  the  limited  number  of  subjects  v/iiose  ey©«aove:'.»rts  “were 
jdiotographed  in  this  iiT7estigation,  the  conclusion  tdiioh  an  analysis  of 
these  records  would  clearly  so®a  to  justify  are  t.eso:  (1)  A Iiabit  of  speed 

in  silent  reading  acquired  thro  persistent  training  is  accocrpcuiied  pliysiologi- 
cally  by  a reduction  in  tho  nunber  of  f ixation*-pauses*  (2)  The  ti'pos  of 

training  utilized  in  this  investigation  effected  a noticeable  reduction  in 
the  number  of  regressive  movements  as  shown  by  the  records  T;iiioh  wore 
photograp'.  ed* 


9 r ' 

-V  ’ •:  r J.  v.'VSi'h.i.  J'JV.'' 

■ ' i,  > ■ . , ■ .»>  j ' 

r n*:.?:  ' ‘::x-  x'vj.ui'f  ’.'J  /ii  ol'.''v  c t '■,{•£•••? T'i  y . >"Jt 

O.X.'  ••  •>  /■« i i*-si4.  •’ W4^  .^;n>T  *r-»  «•?-'  . •.»':{'SrJh  ow 

^T>: -•  f'-'ii  f> 'rs  ■.  ib  :K  'iss;-:.  i-'*'  ■*>  r-a  I 

L ' 


k ■ 


■A. 


!j£  , i-y-.rl  If  ’■  V't  fi.  •■•  . *3  ♦i-,-'  'Xtc: 


'«  . Jfj. '■•..! 

. ■ 1-  .<7  ;;  'X '•i.-iri:  ’^30;  ■ , "..  v\p  Jfc.x 

’ o 

ft'.?}'  .IvZ^V  'Jtt*  ■•■"•■' ■'■*'“  ■' ' • ■''  ■’*  ^ '.ytvti<.'u  Vaov.'.-.J  ^ . .V  "'.o..  m i**^.'*-.'^"-' 


,P. 


U«C  4^ 


WiiS. 


'>  \,0  f-i  . *^‘*'i*<*  '*  ^ V^-^;  V J*  V ^-  ‘ *-  t 


3.-  ' /rJi'  'sotr  Sil  :I  ’'-it  -t 0 *Z 

?5 


,5.r. 34:->  AAoUr^KlJ  cm*; -ri 

'4ii#OW'  ■/{•»/ ,t^sr.:z  .».-  V X«  :»  lAl.-ftH/.'-A  :p  -fentTafl-S;:.  « 

- . 5s'/'*,-:  “i?!*  ■ "''  .,  ' ■ ■ ■- 

ili'.c;  :.:.  i.Z 'ii;Ij. -n  1'  .1  3i  yic'r.i  J'- t <*:  V'4  £s|-'c,i 

S.'  ^ 

■■'  ■ .f,.,  . ^ .’■:■•  _1 

■'  8 C5»,ii.hf  ;irrol3:'J  9i 

T-',  '*  Jf'-'''  M'?’’'’'  ■'  . ' * 

Mv?wx-^4^'  ; : o i rw  |)'XjW 


fe, 


r-V' 


".'i  v^r-4  C.S)  - . ;.xy  cv;f4,jU  f >i3i 4c; t. - 

■ :.r;  ■ »"■■  ,5.'  1& 

'ii;  f-}k)K' I"™  ,‘j Ji  'j!'Z4w; ' '*'  '■  i"* ii  tijf 

• ' ' ' '■  ' ' . i--r-.  ^ iff'i  ■■•■>:’  ' I ,■■'=  ’ :■ 

H7X|  x'v' • pt *«>^ • ^jp;.^' ■ 

■ ‘ *”C''  ^ ■ ‘.'  <:Wc... 


■■n 


.'■i 


:^- 

‘ ii>  » 


:•  -I 


\'^  ' . 


\ .*:  .> 


‘rs<*  > ‘ ■ 


, ' »' “.v  ■ 

(,  ..  ■ f^r 

'C 


•■  ■'  ' ■'  ' -1 

■■ . 


, .f>y 

■ ■ ■:■#  •■■' 
• 1 '.»'  • •' 

't' ' 


1. 


. ■‘i. .if 


n or\ 

CHAPTER  XI, 

SmiUAIiY  OF  COHCLUSIONS. 

It  v/as  not  the  purpose  of  this  experiment  to  isolate  and  Tireigh 
separately  the  effect  of  different  single  factors  upon  tlie  rate  iii  silent 
reading.  That  is  one  of  the  interesting  and  faBoinating  prohleias  in  tlio 
exporiraontal  psyci-ology  of  reading  idiioh  yet  awaits  the  hand  of  tli©  imresti- 
gator.  The  purpose  of  this  investigation  Tias  to  determine  the  effectiveness 
of  a group  of  faotors  synthesised  into  an  organised  laothod  or  type  of  training 
upon  the  rate  in  silent  reading.  The  query  of  praotioal  pedagogical  conse- 
quence back  of  the  investigation  Tvas:  How  can  speed  in  silent  reading  be 

developed  -^thoirt  impairing  the  cauif^re’nension  of  tlie  matter  read? 

Practically  all  of  the  conclusions  issuing  froaa  the  present 
investigation  are  contained  in  the  two  previous  chapters.  For  the  salce  of 
convenience,  SOTie  of  tiie  nore  important  generalisations  are  expressed  here. 

This  investigation  has  shown  that  rate  in  silent  reading  may  he 
aooelerated  to  a marked  degree  by  training  in  rapid  silent  readi'-ig.  This  was 
demonstrated  for  all  the  grades  investigated,  namely ^ grades  tliree  to  oigJit, 

In  the  course  of  two  months  training  in  rapid  residing,  an  average  gain  for  the 
oxperixaental  pupils  In  the  five  grades  of  110  vrords  per  rnirn't©  was  effected, 
as  compared  with  an  average  gain  of  64  words  per  nimite  for  the  control  pupils. 
Reducing  the  average  gain  in  number  of  words  read  per  minute  to  a percentage 
basis,  the  mount  of  improvement  for  the  experimental  pupils  in  all  the 
grades  was  56  percent,  as  against  25  percent  for  the  controls—  an  average 
superiority  of  31  percent  for  the  experimental  pupils. 

Inasmuch  as  tlie  control  pupils  were  taught  by  the  sane  teaoI\er  in 
the  same  class  room  with  the  experimental,  t’/iey  wore  not  entirely  unaffected 
by  tile  experimental  training.  Their  increase  in  speed  was  consequently  greater 


1 


- . c -j  V "f  ' 


.V  '•  i*  ' ' 

>•■■■  /•-■•;  i • ■/•  * ' ' o.‘>  r^-v'-Wr 


.,.*■}•  '-'1  7-  r'i  '■*/-  .'v’l  iJc.i'7/J'-  v<- 


I / :'• 


. ' yv-.;  ' 


.•c.  fi  ■: 


'•f  . 


->1  • ft'-Cf*-';  }\  tji  5 


::■  < %'c'X" 


, ^;  c ,:  ' ...  1 ij  :•;  ’vr , 


.*:  1 ■».U  ‘‘:i  ^ ’y-  , .urr« -f/ && 


't'  T'  ;?,'*«  s' 


- ^■'.1.7  ,'-A  KV  . ■ .; 'Vt- ^7s.y!  .?  i ^ ■ Ij  ■ 

■/'  •-•••• 


•>7’  '..' 7 K i '•I ■ V';>'  f::^a 


-,r*  • . 


' ‘ V ' ^ . - . ■"  ' !'■''  ■ . ■'*■  •'  a ’ : 

,'4v  r-.--  ■ ■•...'  .*<..■),  ■■ '"i  isF'Ta  ■''  '’ivi  -h'  at .'■?**!-jt'  ■*■■•  > yi ' '■y* ■ ■■'At*r  ■'‘•."T” 

-if'  ■' 

•;  :i...'  r''  V'-  ’«cv  -r/ • ‘ua*,.  ■ ,. 

• < / -* 

'.  ,'i  . > r :v!,r  rJ.Vh*-  .;.■;•■•«>  *.:.*,_ 

,•  )■..,•  ■ r '■•«:•  vy  tHi  **  ■ JA'-'  ' ••■  i- :.<••«'?  '■*  ''.  ."4- 


n/  ■'  > ’i^-. 


n 


than  that  of  pupils  receiving  only  the  oonvontional  traitiing  in  reading  in 
class  roaac  where  no  iKspcrisaoiital  training  ms  in  evidence#  Tliis  is  nhomi 
by  a cocapariGon  of  tlieir  firaal  averages  in  rate  with  the  present  norr'.a* 
Consequently,  t}:«.  superiority  of  the  average  gain  in  rate  of  the  escperiiasntal 
pupils  over  t?ie  control  pupils—  great  as  it  is—  does  not  fully  refloot  the 
degree  of  superiority  of  th^  rates  of  the  ejqperiirbsntal  pipils  over  ths  present 
norms  for  tli©  different  grades*  This  is  shown  by  a direct  conparison  of  tine 
final  averages  of  the  expori^rffintal  pupils  ’tfith  the  noirie  reported  by  Courtis, 
ftaroh,  Cray,  etc*  for  t!ie  different  grades • This  oCRaparisan  chows  also  that 
the  proaent  reading  rates  of  pupils  in  tji©  different  grades  ar©  unnocossarily 
slow  and  inefficient*  A ootaparatively  brief  porlod  of  training  can  increase 
then  more  than  50  perooxit* 

ConccB::dtant  with  the  mrlced  increase  in  speed  tliere  resulted  n 
slight  improvffi^ient  in  the  accuracy  of  the  coEiaprehonsion*  The  average  gain  of 
the  experimontals  was  0*9  percent  as  Oi^oinst  a loss  of  0*7  percent  for  the 
controls—  a final  average  superiority  in  gain  over  the  controls  of  1*6 
percent  in  ooanprehension*  This  is  tlie  improvement  os  imeasured  by  the  Courtis 
Index  tdiloh  is  chiefly  an  ind®c  of  aomiracy.  Aa  faeasxu’ed  by  the  nuaber  of 
questions  correctly  answered,  the  improveicent  in  ooraprel^ejision  is  notably 
greater—  an  average  increase  of  12*5  q^^o3tione  correctly  aiswerod,  or  29 
percent*  In  fact  the  number  of  questions  correctly  answered  by  the  experimen- 
tal pupils  in  each  grade  after  training,  is  greater  than  the  norxiis  for  the 
total  nxrmbor  of  questions  attempted,  wliotiier  answered  correotly  or  'wrongly, 
as  reported  by  Cotirtis* 

This  increase  indlcatos  furtliomoro  a persistence  of  the  improve- 
ment effected  in  rate  in  dii’feront  situations  and  different  mental  attitudes. 


, i • 


'ii 


X f^'L.  J,X4/v  %'\i':x’:'^’''i  ‘’-.U  *‘ ! 'i.:)  '^.'.*  r-r-'U 

>•■.;?  v«*  'fc-t  ■ r/y.  vu:-  i.v.t*'  tif.  •>Jiwiw".;«t»*-C  >H4f-y 

.-  ■■*  ■“  •;  T.  4 . 

.X,  it?/  '?-Si  “v  >•./ 


■V  ••  r-7.  ■■  'f';  •.■■’■  li  ■ ■ 

' ' ••  ^ '*'  ^ i ' * ' ' ** 


. . . • _.  ■ i 


i-r 


f',‘ 


•:5e,/  .;  Xvy-^’r:-^  "’ll  i 


..•tx’  i 


^ ■1 'i<;  '^i'.)-  5.X.?  ''^  X.}'?/! 

■/.■  ,;7  . 

iyh  - 

, ■ ^ ? ■ . 7^;  >,.  , •,  V'  ■ "'  ' 

^^•.  Xj  ■*^-w  ■'•■•-tv-.  '. 

..  -f  ‘ 


, '■  . . ; ^ ^ ■T  V'*  • t 

. ><'*  < •,  7y  .^•-■.  fvi;*  *?«  vv; 

■V.  • - ' . . ■ . .'  V-'' 


•1l  ^ * *f 


' 71  ■ * 7'  7 ? 

^:r- 

Ud®f»7 


V-'  -"V'  I '-iy  -(!  ■*  . ^ 

^ . . 7 ' :■'  '.K  . ■ ‘.  ; ■ ■^'^'r-  • .,  . , ' 


, • ‘ ‘-  "'Jr.  *v  ^ - 'V 

"j  ::;^-  . v/f  itV'vr 

“*  * *-  - - ij-  v!j  ;'  ■'*■ 

I vc;,.  L^j  T: 

■ -.  ' ■ . -'"w#  ■ 

. ,ii.  , .;^.•l•''  •^'‘-  ?’>••?' 


; - '-'.  t' V-jn'i  Jt?  2’*5'i'--i 

',  . "x ' :■'  . ■ rj'--.'  --  ■'-'  >' 

, ••  ‘.-n -Tj.- ; '»7.;  .t'7>  •, '7 -::.  t •>•  ■ . ‘ _ 

^ 7"  ?7‘.t.^.-;..'p»*\.,  i>  '•■-'>  ii-.  ’•  ' '■'  ■•  .^^r>yfW 

* • . ^ "T  . * • 4 ^*  *’  • ' -^  ’ k '■'  * * ^ ^ ',  '» 

‘■'S  * , ’>yy^.\  1 ’".X-r.  •'  ■'•.  ,v.-;  . ■ ■- 

• - . i-  ;_  . • *f  • 

'S'  ■ '•■‘f'.'  "b'.i.  •;.  >7t3Tpk,,i„jL 

^ 7*^'  • 

. ijj 

7,  ■ i- 


7W  -iif-- 

•r*  «■  . 

7'  ‘^  r.  V 

■■»  , 

V, 

. x-^T  ^ 

X‘  •''  V>c 

■'  M''  - 

r 

■}  4.vJ;i  V J7  T'v 

■V 

. •A,fi) 

* * *i 

;v>  .1. 

■’■  • ' ,' ' 1 • 

■f, 

7j'.  ■ ■rj  T '^* 

h v.i'c' 

* < 

■■■  ■,.  ■ 

■ sffMiS'' 

j^«» 

.‘  *1 

f 

'•  *4  , .. 

. • */ 

. r'  1 

\ ■.' 


' ^•'  *Vi't  jj-  -'. 

- « ■ ’ . 4 • . ■ •: 

..  mT  . ;’.X  - ■ 

4j|w-s.  >'•.  ' .,j  , 

'..  **  '! 


f ■'..'  si.  fifirir  raftisT 

/ 

:L  ■ «<sv  * ‘‘j 

,J  ••'••  7:w". 


i;  >•;•'* 


I.  - 

. ; ■- 

■-'  i 

■>  »rv< 

...  ^ ., 

. • ^ . *. 
1 s ' 

• 

'!;,  ■ ’■*»  4 

'’77  ■ 

♦ ^ u,  ?* 

^dT».  *• 

• ,;v  ■ -• 

•-“■4 

1 • » 

• • 7 - * 

.... . 

«R  X It 

■,i  ■ ■'; 

■f  i 

J *.xJtan  .X(.< 

crni 


as  in  careful  reading,  etc* 

The  eye-moveinent  records  show  t'nai  the  improvement  is  effected 
physilogioally  chiefly  by  a lessening  of  the  number  of  fixations  ratlier  than 
by  a shortening  of  the  average  duration  of  the  fixations.  The  in^rove’nent  is 
also  accompanied  by  a decrease  in  tlie  number  of  regressive  moveiaenbs  and  bjr 
the  "setting  up"  of  habits  of  regular  rhythmical  eye-moveinents.  The 
pedagogical  implication  of  this  finding,  is  that  short  exposure  excrcis©3,in 
which  the  amount  of  material  ©xcosed  is  gradually  increased,  rather  than  the 
amount  of  exposure  time  being  decreased,  tend  to  develop  speed  in  reading.  It 
demonstrates  that  the  directions  in  the  t^mes  of  training,  outlined  in  this 
study,  to  "see  more  at  a glance”,  etc.  are  well  based.  It  shows  that  the 
developaaent  of  speed  in  silent  roadi?^;  is,  in  reality,  reduooable  to  the 


more  effective  utiligation  the  peroept^ial  gpan  in  reading. 


,v 


5 


J 

'l 


*4- 


> i . 


, ' ' , 4 15,- *.  :f.>*3A?  nk  9*i 


-U.c.»  . . a ^^• 


•'if  ?>.  ■•  '".-J.-^T  ■’-*.  ,./  'V  •.'"♦■f  '"1»  * . ':  fj'*:  '■'':•”•  K'  vy'*5‘Vi'5',V't;r'  ->.'  0'?^' 

*'  ■ i.\  ■ ••;.  *• ' 

>4  . > . . ‘ 


■•■-.'  ’’■TJ  ■''  ' • ' ■ V.  . ’ 

-"fTf^rr VC. .I’l.;:  . -rryll-;  • i'* I 7.6  ^r“i, 

; ■■  :v.i  - .v-,  ^ ■'«  »•  "' 

■■  tc  ■■-‘-'.A"  -•■  - j ,-.  , 

fs£*l^  .5-  • . .-'J5»;-*i  .v;  •.  t- i.  • 'ih-  f*s> 

’ j ■ ,*^  ■ '•  / • '>  - - • 

cY  * ■ V-  T /i.  t r.--'i:7'r  '-i  ^ :.£'Jf^'  r.^io#p;^ '.o 

'•’  ■■-  ■'  . ■ ' '■  ■'.•»,;■  /'  . 


^ ,ivr\}‘  c. 


• jw*«.»'f  '■  ;!•  » .'o  . ”t^rss.*ri^  i5a  ■fei^■ 


BIBLICKR^HT 


Hoi)^ea,  Steniry  w«  "Time  I^stribution  by  Subjects  and  trades  la  Eepre- 
seatative  Cities,”  Fourteeath  Yearbook  of  the  Natioaal  Sosiety 
for  the  Stiad?  of  Sducatioa-,  part  1,  pp.  21»2”,  Chicago:  Univer- 
sity of  Clsago  Press,  2.935« 

(Tartars,  ^rrett  W*  !.^sthods  of  ‘^aelxiaga  Chica^;  How,  Peterson  I:  Co# 

1909.  225  pp.  ®5te7l3r} 

Gattell,  Jaaos  M.  ”H®actions  md  Parcsptioas,”  Ussavs  PMlosophieal 

Loagaans, 

Green  & Co.,  1908#  010  pp.  (pp.  5o9*o4.) 

Cattell,  Jaiaes  H.  "Oa  the  Eelaiioas  of  Tiia©  and  Space  in  Vision,” 
Pyfeholo..^eal  Review.  ?: 325-43,  July,  1900, 

« 

Cettell,  J^es  M#  ”'Th©  Inertia  of  the  Sys  and  Brain,”  Brain.  8:  295- 
312  October,  l885» 

Cattell,  Jaafis  M.  *U©ber  die  Zeit  der  ^kamung  imd  Benasinuag  von 
Schriftzeichen,  Bildsra  uad  Parbea,"  Philosooldsahe  Studien . 
2;635“50,  1885. 

Goldscheider,  iU  and  liuller,  R.  F.  ”Zur  Physiologle  und  Pathologi© 
das  Lesens,”  Zeitsohrlft  fur  kliaiseh®  L^edioin.  23:131,  1893. 

Srdmann,  B.  and  Dodge,  E*  PsYChoIo^Bebs  liitarsuehunpr^  uber  das 

liesan  auf  a:aQeriiaaatallor  Gnmdla^a.  lialXe;  sT.  I-lieStevar.  1398 , 

3^  pp. 

Srdiaann,  B.  and  Dodge,  R,  ”2tur  2Irlautaru*ng  ui^isarer  tachistoskopis- 
olrion  Varsuohs,”  Zeitachrift  fur  Psychologie,  22:241«6?,  1900. 

Huey,  Sdauad  2.  The  Psycho lo?:y  and  Pedagogy  of  Reading.  New  York: 
Maoaillanj  1913.  4^9  pp. 

Schaiidt,  ’3illiaia  A.  An  Zbcparinental  Study  in  tha  Psychology  of 
Reading.  (Supplementary  Sducatioaal  Monograph,  v.  1,  ne«  2, 

April,  1917)  Chicago:  Ifeiivorsity  of  Chicago  Press,  191?.  126  pp, 

Javal,  i3Bsile.  ”Sur  la  physiologie  de  la  lecture,”  Anr},nlac  d*0culis- 
tigue.  1878-1375. 

Lamare.  ”Dos  Moveaionts  des  yeua  pendant  la  lacture,”  Conotes 

rendas  de  la  Societe  fz^ancaise  d^Ophtalraolofije . 1893,  pp.  354  ff. 


V t-*'"*'  ' ■■  ■ • - I,  .'iff,\. , =V 


V r 4-  '■■ 


C>' 


- ,• 


> V,  , *-i3w  ■■• ' 

,-y.  •/  ' ■ - 


X"^ 


*.  * / . . 

I I , ’l'- 

. ■ V ' ' ■■'' 


fj._ 


(';  r’ 

■ ••■^  ! "->.;•  ■ 
V ■ > * ■ ■ 


.t 


-v^  . : 


■,r'v>-.i 

,i.i£.. 


^ . .} 


•'k : 


. 

..  ,•  ••?'  1'  , ' ' , Jci  . 

' . ■ * .'  ■ >-.i 


1 ',  „ . • .’  t .U’  * ;•■  ? 


is.,  ‘ ,- 


I.  V 

. 'V  ••  J-  • • 


-yK.in  ..>’•> 

. 0 « ♦VpiTOf;’--  . . 


j . 


fj 


I 


AiU  X 


Ahrens,  August.  Id©  Bev^gung  der  Augen  heia  Sshrsiban,  Rostock, 

1891. 

Delabarre,  S.  B,  "A  Method  of  Recording  3^e  Movaiaeats,”  ^QTism 
Journal  of  Psychology.  9;5?2-?4,  July,  I898. 

Huey,  S,  B.  ”Pralijainary  Sxperiaents  in  the  physiology  and  Psychol- 
ogy of  Reading,”  Aiaarican  Jo,ug^j?X_£Mchal&g3L>  9:575-B8, 

July.  1898. 

Ihiey,  S.  B.  ”0n  ih©  PsyeSxology  and  Physiology  of  Reading,”  Merlcan 
Joumf».l  of  Psychology,  11: 293-302 . 12:292-312,  190G-1901, 

Dodge,  Rayaond*  ”An  Experimental  Study  of  Visual  fixation,"  Psycho- 
lo^cal  Review.  Monograph  Supplement,  B, 

Of.  also  R.  and  Cline,  T.  S,  "The  Angle  Velocity  of 

Sye  Movements,**  Psychological  HaTiew.  8:145-57*  March,  1901* 

Dearborn,  Walter  F.  psychology  of  Heading,"  Columbia  tfciversi- 

ty  Contributions  to  Philosophy  and  PsycI'U?loi:i:y . v.  14,  so.  1, 

— *— 

Judd,  C.  H.,  McAllistar.  C.  H.,  and  Steele,  W.  M,  "Introduction  to 
a Series  of  Studies  of  Ey$  Movements  by  i^ans  of  Kinetoscopie 
Photographs,"  Psycholoidc-al  Review.  Moaos;r&oh  Sunolesient. 

V*  7,  no,  1,  pp»  1-lb,  March,  19C5» 

Judd,  C,  H.  ’*?hotogr.aprJLe  Heaords  of  Convergence  and  Qiver^nca," 
Psychological  Review.  Monograph  Suonle^^ieni . v*  8,  no.  3, 
pp.  370^423~j^@;  l§6fr 

Boli,  E.  B,  "Eye  Movement  and  Central  Anaesthesia,''’  Psychological 
Review,  Monograph  Supplement,  v.  4,  January,  1903. 

Doaitjorn,  Walter  F.  ”^e  Psychology  of  Reading,"  ColuEabia  Univer- 
sity Contributi .ns  to  Philosophy  and  Psychology,  v.  14, 
no.  1,  1906, 

Schmidt,  WilHaia  A.  An  -Sxuorimeatal  Study  la  the  psychology  of 
Reading.  Chicago:  University  of  Chicago  Press,  1917* 

12^  pp*  {p.  79. ) 

Gray,  Clarence  T.  Types  of  Reading  Ability  as  Exhibited  througdh 

Tests  and  Lab^atorv  Experiments.  " “tSupp^  Sducational 

Monograph,  v.  1,  no.  5,  otgusi,  1917*)  Chicago:  University 
of  Chicago  Press,  1917«  198  pp^ 

Gray,  7/illiaia  S,  "Principles  of  Me*thod  in  Teaching  Reading  as 

Derived  from  Scientific  Investigation,"  Sighteenth  Year- 
book of  the  National  Society  for  the  Study  of  Education, 
part  2,  pp.  28-51  (p*  40,  41,  ).  ~ Bloonington,  Illinois: 

Public  Scho  1 publishing  Co*,  1919* 


r 


V 


21 


2-^ 

S22r 


Judd,  Gli&rles  H,  Reading;  Its  Nature  and  Devslo-paeat  . (Supplanen- 
tary  Bducational  l!onograr>!i , v#  2,  no.  4,  July,  19lS.)  Chicago; 
university  of  Chicaso  press,  1913*  192  pp, 

22.  Pintrfer,  Rudolf.  ’•Coral  and  Silent  Reading  of  Fourth  Grad©  Pupils," 

Journal  of  iSducational  Psyci^iolr^.^.  4:333-37 » Juno,  1913. 

23.  Oberho It zer,  B.  ji,  "Testing  the  Efficiency  of  Reading  in  the  Grades," 

BloiaentarY  School  Journal.  15:313-22,  February,  1915* 

24.  Mead,  Cyrus  D.  "Silent  versus  Oral  Reading  «dth  One  Hiaadred  Sixth 

Grade  Childran,"  Journal  of  Sdueational  ^Psychology.  6:546-48, 
June,  1915. 

25.  Pintner,  Rudolf  and  Gilliland,  A.  R.  "Oral  and  Silent  Reading," 

JuuTnal  Ctf  aduca,tionaI  Psyc>u>logy«  7:201-12,  April,  1916. 

26.  Quanta,  J.  0*  "Problems  in  the  psychology  of  Reading,"  Psvcho- 

Iggiegl  Review,  aonojsrapk.^pploiaent.  v.  2,  no.  1,  Oeceiaber, 

xS?T. 

27.  Hendricks,  Side  L*  A,  Prell’dlnarv*  Renort  of  a Study  of  Heading. 

Boston:  Silver,  Burdstt  & Co.,  1911.  32  pp. 

28.  Judd,  Charles  H.  Measuring  the  \'?brk  of  the  Public  Schools.  Cleve- 

land, 0.:  *nie  Survey  SAranittoe  of  the  Cleveland  Foundation, 

1916,  290  pp. 

29.  Ifcum,  fferaoe.  "Second  >inaual  Reoort  ©f  tl®  Secretary  of  the  Board 

of  Sducation,  1838"  Xiife  and  T^rke  ot  Horace  I.Iann«  2;53l-32. 
Boston;  Lee  and  Shepard,  I891.  5 v. 

30.  J\tdd,  Charles  H.  Reading;  Its  nature  and  Develonaent.  Chicago: 

Itol veraity  of  Giicago  Press,  1918.  192  pp.  (p.  l84. ) 

31.  Thorndike,  Sdward  L.  "Reading  as  Reasoning;  A Study  of  llistakea 

in  p?*ragraT>h  Reading,"  Journal  of  Educational  Psvcholo?^. 

C:32>32,  June,  W7.  (p.  332) 

32.  Judd,  Charles  H.  Reading;  Its  Nature  and  Sevelota^nt.  Chicago: 

University  of  Chicago  press,  1913.  192  pp.  {^7  150,  151» 

155,  146.) 

33.  Bowden,  Josephine.  Seaming  to  Head.  (Master’s  thesis.  Univer- 

sity of  Chicago,  1911. ) 

34.  AbuU,  Adelaide  M.  "Rapid  Reading;  Advantages  and  Methods," 

3duoational  Roviev.  6:283-86,  October,  1894. 

35»  Dodge,  Raymond,  Pie  Motorischen  ’10rtvor3tellun;cen.  Halle:  H,  Hie- 
i#eyor,  1896.  78  pp.  fp.  65) 


■:  f 


i f 


X ).v< 


r 


}r- 


f 


( ■-  ■ ■^'-' 


r 


^ ‘ u / 


. ^ 


i 


, ; f-  ■ 


•(. 


*l  • 


• 0 


I 


^ ^ . 


36. 


3^. 

36^ 


39* 


40« 


Guy  H.  **Tlh0  of  Pi^otlco  upon  the  Rzm^  of  Visual 

Attention  o«d  of  Vlntiatl  Apjmn^im&ioa^’*  |^w|P)aal  of 
Pcyo!\plegy,  ll«r-afh„  1^10 


Pot®re»  (Siarlee  C.  Xnf  •>!20pc0  of  ^pee41  upon.  tH^d  ;iute 

. BffartlTOMiat:  ot  SiXaat  RoaOing,"  feignal  af  a jiioati  oaal  P»yehol>. 
o®-»  8i350-6S.  J'lae,  IflU 


fOpdye©^  Charlee#  "testing  tM  in  aoiidi.ng,"  aa^ 

mrnm-^.  .AmaciaUc-n . 


JWy  7**14,  1917* 


\P* 


laiT 


aji-jpla,.  a.  «.  sn4  Cwtle,  Joss-.Mae  Ji,  ":'i»U>!datxy  2av*sti3atloii 
of  3fci^  In  Road^S.”  JaSBi&ALB'&ElAioa^P.aiaS-ito 
OS333-49,  to3c»  1917, 


SiiliflBJ  S.  '‘fteadSJiig,’*  Purvey  at  tbo  St.  Lr»5..?  ’.in  School®,, 

V*  2.  St,  l^uie#  Board  of  W7. 

42,  ftao'ili^or,  ’nauian  C,  "Wold  of  DifltiniJt  Weicm,"  f^tefolc 

tfr  iLqaBy^lOigy,  r*  l6,  no,  I, 

43*  Wosawr,  Ookar,  Pisjfchologia  dea  Looens  boi  SOndor  imd  ;lr>va<^»#nen," 

Mi&UzJnr  Ais.  f^m^P.  PfiyiKho2£M&.  nmd  n,  mn  3-3»  pp,  X9o* 

398;  V:rleouj'n’^«>  B.  3*>.  r^^oorsbor,  1$03, 

44.  Ribot,  Th,  "Los  mxm'r&rtst  -3t  lour  irjportai'joo  poyoholoslrfue,"  E^ima. 

Bill«te.(^^a ffl»  t f'otobor,  3379, 

45.  a^dxi,  Alojsfeaider,  tH»_Sjogeso.  .7a!.  3^,  1868,  p,  336 

46.  i^sgar,  Viotor,  Paris*  a.  Bcdllloro  at  Cie, 

23aa, 


47. 

4U, 

49. 

50. 

51* 

5J?. 


Bailot*  Gilbert,  '1^  Lunj^r^e  iiytori 

Paries  J',  iUesan, 

l^intnor,  ^^dolf.  "Innar  "recoh  during  Siltmst  F6ee,ding," 
lteiilaXg-^.9  129-53,  J anuary,  1915 

Otriokor*  S.  5rmtth»rgtoliui^  Vlsnnai 

in>ecdae,  XSoO,  I06  pp, 

Stupipf,  Ciirl.  7^.np^yc(hpl?fiio,  Hirzol,  1583,  42?  w, 

(p,  154  ff“ 


PauUian 

rqJiviue, 


n,  FJf,  **I^  Lof^age  interiour  et  la  ponaeo,"  rtpvuo  (fixil^Q:* 
jtJisaji,  21s26»59,  J^uj.iy$  1U56, 


Baldvifi,  JaDos,  UontAl  PavgAoiyiont  i»  the  Child  imil  the  IlaoCT. 
1895*  P*  442. 


•i-^5 

•:>  ■? ' ? Qor? 

-j  -V  ; CLZ  f 


53*  Bastian,  Henry  C*  Brain  as  an  Organ  of  Mind.  I891.  p,  595  ff, 

54,  Collins,  J,  TliO  Genesis  and  Hissolution  of  the  Fg.c«l,'^y  of 
Sijeegh^  a Gli^iio^l  and  p.syohol^.dcal  Study  of  Anhasis^ 
lie!?  York!  liacsMilian,  lo93,  432  pp*  (p,  195 

55*  Dodge,  Raymond,  ”Die  »notoriechen  Ti'ortvoreteiiungea,** 
Pfiyaholonieal  Bevies,  4:  326-27,  May,  l897« 

56.  Bawdea,  H,  tl,  *A  Study  of  Lapses,"  Psychological  Review. 

Monograph  Supplsnant,  v,  3»  no*  4,  ISOO.  p*  1S4  ff, 

57*  Curtis,  K.  S,  "Autwaatic  MOTaseni  of  the  Larynx,"  Marican 
Jonmal  of  Psychclory.  11:237-39 » January,  1900, 

58*  Courten,  H,  C,  "Involuntary  Movaaents  of  the  Tongue Studies 
from  the  Yalo  rs^*clioXogical  Laborutcr.-,  v.  XO,  pp.  93-95* 
1902* 

59*  Hansaa,  F,  C.  C.  and  Lehnann,  Alfreds  "tjber  imwilllcurliches 
Flttstem,"  Wndt*s  Philosoaisohe  Studies,  11:471-530, 

1895. 

60.  Socor,  W.  B,  "Tisual  Reading;  A Study  in  Mental  loagsry," 

■ j-eriegg  Journal  of  Psychology.  11:225-36,  Jrinuary,  1900. 

61*  Dodge,  Rayiioad.  "Tlie  psychology  of  Reading,"  Cyclopedia  of 
Sducati , 1917*  v.  5*  P*  H7* 

62,  Pfeiffer,  lAidwig,  Ijbar  YortieUmKstypon.  Leipzig:  0.  limmziah, 
1907.  129  pp. 

Pfeiffer,  Ludwig*  Xxporiaentolle  T7ntersuchtci,^Gn  ubor  aualitative 
Arbeitct'r^dn,  Leipzig:  0.  Jlamnich,  1907*  281  pp, 

63*  Segal,  J.  "Uber  den  Reprodt;drfcion9typUi-  \md  das  Reproduirtion  von 
Vor ste llungen , " ^irehiv  fur  die  '"^sagte  F sycholOj-dLe , 
12:124-235,  1908* 

64.  Lobsien,  M'lTX,  Uber  den  Vorstdlungstvous  der  Schulkindor* 

19U.  457  pp. 

65.  Cohn,  Jonas,  "Experiiiiantcllo  Untoreuchungen  abar  dao  zusjuti- 

msnwirker.  des  akustisch-notorischen  ♦md  das  visuellen 
Gedachtniasos,"  Zeitschrift  fur  Psychologie,  15:l6l-83, 
1397. 

66.  Baade,  Walter.  .Sxp trimentelle  un  kritische  Beitrage  zur  Frage 

nadi  der  seXwndaren  .'^jrktmgan  dea  l^terrichts.  Loip’;ig: 

0,  wSiiTiicii,  1907.  124  pp, 

67.  Storring,  Gustnv.  Wer<taX  Patholo^..  Trnn slated  by  Thomas 

Loveday.  london,  19<^7*  pp. 


r 'i 


'•v\-  ■ ■.  V , 
•■  i 


i--'- 


‘ci 

' »«v  ^ 


.'  r,  V • . -.r  -Nv'H  , ,' 

' ',.y  * . . "►  £ , !>•  1 I . ')!■ 

rtv-  r.!  -V  - • 

. r,;;  / 

X”)*";  ■■  ■■■"■ 

-''..-J  ' "T-,  n-.v 

; = >%■•-?  -r,, 

' ■ > 

^ ■-  * 

‘V<v- 

t - _ 

. .‘O' ’>  v^-->  - 

/ ■•  ■; 

. - ■ S » '•  ' • * r 



r - ‘ 

• '“f  1^,  , 

- f rw  , 

■ ' - 

•'  , '.  - r...  . f~rr- 

-:.  i! 

' . ■ 

11 

villi’  - u 


„ '.  v>  •*■;  ,: 

■•?  ; 

; i'--  .. 


':1-- 


. ' , -u..., -rr;:. 


»jr  ■ 1-  - ^ - • - • 

. •■  >!  t ^ 


, . . . '? 

f ' ' 


I/’ 


T- 


' • J -X 


. ='5. 


•'.  \ 


. . l l 


1 ' 

-A.; 


1 


68, 


Ketsc^ajdff , A.  iSniyickdluag  dds  Gadaokinisses  bal 

Sciuilkindem , Zaiteghrift  fva^  Psvefao2^jd.e . 24 : 321-51  • 

1900. 

N«tacliajef£»  A,  tfogr  alggi^'fiarviu  und  Qg<iiacht?'ii&«  BorXla:  Rautijgr 
and  R^iiTd,  1503,  39 

69.  LlauBaasi,  Bmeai,  Tha  pgvcholt>gv  of  Leuaming.  Translated  from 

3d  dd.  of  **Thd  Boonffiuy  and  T9chni.(]ud  ^ of  Loonxing,” 

John  W,  Baird.  Rev?  York:  B,  Appleton  & CJo.,  1913«  393  pp* 
(p.  193) 

70.  Offner,  Max.  Mental  Tremelated  fras  tke  GansaB  by 

G.  M,  '^hippla.  Boston:  l^arwiok  and  York,  1911.  133  pp« 

71.  Ri vara,  W,  H.  and  Kraepelin,  B,  ’*Uber  Brsnxdnng  und  ^rholimg,” 
Psydiologistilio . Arboiten,  i;627’-?8,  1396. 

I ' 

Ctmrtis,  S.  -t,  ’’Standard  Testa  in  Saglish,” 

Joamal.  14:374-9ii»  April#  1914. 


72 


iSloi;ter<t.:Ary  Sobooj. 


Appsrroix 


List  of  Books  for  Silsnt  Reading 


The  following  list  of  books  has  been  selected  by  Mr,  Jaaesp!**  Hoaic 
of  the  Ghieago  Nonoal  School  from  a macih  larger  list  which  he  had  preoarod 
for  use  in  certain  Chica^  schools  designated  for  the  tima  as  !*£J^,gv.ii3h  Center©? 

The  present  list  is  prepared  especially  for  use  in  certain  schools  of 
the  st  ite  \ehere  a method  of  improving  silent  reading  is  being  tented  out  by 
John  A.  O'Brien  under  the  direction  of  Br^  B.  R,  Buckinghan  ef  the  Lbiiversity 
of  Illinois.  The  last  few  titles  under  each  grade  are  from  the  Supplementary 
Reading  List  adopted  February  13 » 1$19  by  the  Chicago  Board  of  i:iduoation. 


Second  Orade 

Dutton  m Field  and  Pasture 

Schaffner  or  Our  Cat  Tails 


i^erican  Book  Co. 
Atkinson  ' 


Baldwin 

Bighau 

Craik 

Gale 

Mcliurr/ 

Ifulock 

Sindelar 


Sindelor 

Stevenson 

Holbrool: 

Burgees 

Segur 


Third  Ch*ade 


Fifty  Famous  Stories 
Merry  Animal  Tales 
Adventures  of  a Brownie 
Achilles  and  Hector 
Story  of  Robinson  cirasoe 
Little  Lame  Prince 
Father  Thrift  and  His  Animal 
Friends 

Nixy-Bunny  in  Far  Away  Lands 
Children's  Classics  in  Dramatic 
Form,  Book  2 


Amorican  Book  Co. 
Little  Brown  & Go. 
Educational  Pub.  Cee. 
Public  School  Pub.  Co 
Public ‘School  Pub.  Co 
Heath 

Beckley-Cardy  Co'. 


Hou^cm  Mifflin  Co; 


Fables  aad  Fo3J:  Stories  Hou^bion 

A nra^tic  Reader,  Book  3 Berry 

A Bramatic  Reader  for  Lower  Grades  American  Book  Co. 


Old  Llother  ^rt  T/ind  Little  Bro«sa  Go, 

Story  of  a Donkey  D.  C.  Heath 


Aanrud 

Baker  A Thorndike 
Carroll 


PourtJ  (hrade 

Lisbeth  Longrook 

Everyday  Classice,  Book  4 
Fanciful  Flower  T^as 
Alice  in  ';?onderiand 


Ginn  d Co. 

Macmillan 
Little  Brown  & Co. 
Rand,  McNally  )!(  Co. 


ColXodi 

Adventures  of  Pinocchio 

Ginn  & Co* 

Uit09h 

'bonders  of  the  Jungle 

D.  C*  Heath 

Harris 

Little  Mr*  Thicibolfinger 

Houston  Mifflin  Co* 

Lar^ 

A Visit  to  the  Faxtt 

MacmillaB 

Mirick  k Holmss 

Hofi«  Life  .^ound  the  VJorlA 

Houston  Mifflin  Co* 

Sehvsris 

Grasshopper  Green’s  Garden 

Little  Brown  & Co. 

Sehvaz*tz 

i^lldsmess  Babies 

Segur 

Sophie 

>D • C * Heath 

^sselhoeft 

Jack  the  Fire  Dog 

• Little  Brown  & Co* 

^iaggin 

Story  of  Patsy 

Houghton  Mifflin  Co* 

Warren 

King  Arthur  and  His  Knights 

Rand  Mo?lflly  & Co. 

^S^rren 

Robin  lk»od  and  His  Merry  Men 

Rand  McNally  lb  Co* 

Cook 

Story  of  Ulysses 

• 

Fifth  Grade 

Aleoti 

Little  loosen 

Little  Brown  & Of* 

Austin 

The  Basket  Tknsan 

Houghton  Mifflin  Co. 

Bactear 

Great  Inventors  and  Their  Inven- 
tions 

^Uaerican  Book  Co* 

Baker  and  Thorndike 

jiveryday  Classics,  Book  $ 

Macmillan 

Dodge 

Bans  Brinker 

Ginn  k Co* 

Hyde 

Favorite  Greek  L^hs 

D.  C.  Heath 

^pling 

Just  So  Stories 

Century  Co* 

Long 

Wood  Folk  at  School 

Ginn  & Co* 

Set.n 

Krag  and  Jolinny  Bear 

Scribner 

Gale 

Achillea  and  Hector 

Rand  McNally  k Co* 

Stevenson 

Children’s  Classics  in  Dramatic 
Form,  Book  4 

Houghton  Mifflin  Go* 

Baldwin 

Golden  Fleece 

American  Book  Co* 

Harris 

Little  I’r;  Thicible  finger 

Houghton  Mifflin  Co. 

Spyri 

Uoni,  The  Goat  Boy 

(H.nn  & Co* 

Skinner 

Tales  and  Plays  of  Robin  Rood 
Sixth  Grade 

Anericar*  Book  Co* 

Baldwin 

American  Book  of  Golden  Deads 

American  Book  Co* 

Carter 

Stories  of  Brave  Dogs 

Paris 

Makers  of  Our  History 

Hill 

Figliting  a Fire 

Lagorlof 

Wonderful  Adventures  of  Nils 

Grosset  & Dunlap 

Lang 

Story  of  Joan  of  :%rc 

lloore 

Story  of  Christopher  Columbus 

Houghton  Mifflin  Co* 

Roosevelt 

Stories  of  the  Great  West 

Century  Co* 

TTlggin  £ jiaith 

The  Posy  Ring 

Doubleday 

ipyri 

Heidi 

Ginn  k Co* 

t$able 

Horse  Stories 

Rand  McNally  k Co* 

Baldwin 

Old  Greek  Stories 

American  Book  Go* 

Church 

Story  of  the  11  Had 

Macmillan 

Chtxreh 

Story  of  the  Odyssey 

Macmillan 

Baldwin 

Thirty  More  Famous  Stories  Retold 

iUaeriean  Book  Co* 

Savefith  (ft*  ad© 


AXdrich 

Story  of  a Bad  Boy  , 

Houghton  Mifflin  Co. 

Bakor  & Thomdik© 

Everyday  Classics,  Book  ^ 

Ma<ardllan 

Barrie 

pater  and  (lOndy 

Brooks 

Story  of  King  Arthur 

Penn  Publishing  COt 

Fit*-Hush 

Boy’s  Book  of  Scouts 

CroTsrell  Co. 

Hale  • 

Man  without  a Country 

Little  Brown  & Co. 

Jordan 

The  Story  of  Matka 

ilace 

Life  of  Idncoln 

Rand,  McHally  & Co. 

Pierce 

Great  Inventors  and  Dis- 
coverers 

Charles  S,  Morrill  Co 

Sanford  & Owen 

Modem  teoricans 

Laurel  Book  Co* 

Stoddard 

Red  Mustang 

Harper 

Seioa 

Trail  of  the  Sandhill  Stag 

Jeed 

Bird  Life  Stories 

Rand  Mc!;ally  & Co* 

Williams 

Gome  Successful  ^m&ricsn» 

Ginn  & Co. 

Stevenson 

Children’s  Classics  in  Drama- 
tic Form,  Book  5 

Houghton  Mifflin  Co* 

Montgomery 

Heroic  Ballads 

Ginn  & Co. 

Jighih  Grad© 


Baker  & Thorndike 

.^eryday  Classics,  Book  8 

MacmilXan 

Baldwin 

Fifty  Fsisous  Rides 

Chapin 

Story  of  the  Rhine go Id 

Cooper 

Last  of  the  Mohicans 

D’A^eis 

HesTt  of  a Boy 

Rand  McHally  & Ce.: 

Sastman 

An  Indian  Boyhood 

Fabra 

Insect  Adventures 

Dodd  Head  ft  Co. 

Grenfel 

Adrift  on  an  |§e  Pan 

Houghton  Mifflin  Co. 

Mace 

Life  of  G-shington 

Rand  McHally  ft  Co. 

Madden 

linemy  Lou 

Rice 

Mrs.  ‘^ggs  of  the  Cabbage 

Patch 

Scott 

Talisman 

l^ompeon 

Scouting  vdth  Daniel  Boone 

Doubledf^ 

Western  Frontier  Stories 

Century 

YTiggin  & Smith 

Golden  Hiaabaro 

Doubleday 

Tennyson  ft  ethers 

Poems  of  Knightly  Adventure 

Hews 

Titles 

for  Silent  Reading  ’^umished  by  the  Conference  at  the 
University  of  Illinois,  /tpril  12,  1919 
Third  Grade 

Blaisdsll 

Bunny  Rabbit *o  Diary 

Little  Brovm  ft  Co. 

Craik 

Bow-wow  and  Mew-mew 

Char  las  Merrill  Co 

Lucia 

Peter  and  Polly  in  Spring 

American  Book  Ce. 

■ i 


v.t-; 

v.v.  ■ 


"«<v 

' ' ■>, 


,...'kt-:, •'::■( 
-•  ■'  ■ ■ .' 


.!f.  •■  ' 
5..  ^ 


'I  , 

f 

.I;',... 
i ■ N,  - 


I •/,■;■<.  ‘k-: 

. ''jf  ■ t ^ ‘ ^'K  * ^ . 


■■  '•S.  .’  ' 

• A(  I.  , rv.- 


• i ^ 

T - 4 V , 


■ 'J 

‘V^v 


.!  . :. f,;j- ,‘,;;ir;’ 's^/^r  r-,  ^ .-’vv-V 

■ ' ‘ '■/'.  ' ' •'■’  • ' " 


I:""  ■ ■ -r  -j .-/’i  - ', 


,;t  ^ik'  \;.y  '■ 


■:  ■"  ■J-. 

i--;> 


" •■'.  _ • , ; y.^;; j;:!*'  1:1. '.’^.V  I 


"'Vy*  /'  ■-.  ‘ • • ♦ ' ‘V’r.-  ' • . . -r  /"  •*■ 

V*'7.‘;!  V ^ _.v4  <’ "vV.,/^  ' 


: ■ *■  • ■ V’J  '.': 


'■  -.1:  f:.-:.s:  ■ 

• •,  ■ i;.  fr.-K  -•■■ 


■ ^’*  ’ *',  ’ 


> 


, J ^t.i: 


-•i-  • V-  ..'V ’<‘i'‘  >>»r-  • ' k,v  •/■ 


n . j 


I ,- 


• -i'l  j .kvC . ' 0 


<y  'I  '/■■  ’' '• 

:k'-  ■ ; '/i  .?■  "Jiv.  k'l  'f /■yi':/  ’ 

■'.  ' :.'-X  -V,,y;.- 


1 »*  T-v/.  <-  . 

ww'*-  ' 

• . t “ S .<'\  ' 

«>  ) If 

y-VV. ‘-i  - .4:i5iiyv4‘  ’ 

f « civ  v-V  I 
• ■ 'I  ..••  ;'.. 

■ • ■;  -'ft  >^y  '■ 


'(  ■ • 

%‘Aw  I ■''  ' ' 

S ’ 

I Vv;iy  :w' 

•/  - W '*  ’ Vrf'.U 

V 


„.r. 


I 


^ f -.✓►.V*-'  ji  f .i 


' » • ■ 


. :•  t 


: ' . .\’  ■ .'  « — ■^N.W 

■--t  ^•v^  'kj- ..HCr;'-'  ■•■  ■ 

•V  ' ••  'k-V- 

7 , k I’,;').'' 

’ ' ■ '•  ••  . : -U  . 

• # . V ’;  ^ ' i I.  ' • Ci’  0 ^ 

t; 


nkf;V 

•;■•■;:.  T;,  , . 

'■■■•■  - i-i:’,*  ;a> 


•"■  *1. 


..I.  v'<'’-'i''. 


j . . ' 


« ■ 


' ' ■ ,T'^,'i.V  ■-. 

- »*.'>T' 


I>eier  and  Polly  ir  riveariOT' 

Amorioijfn  Book  Co* 

lioeia 

Fotar  Qud  Tolly  in  v<3,jiioir 

/Ksorlfinn  Be  k Oo« 

Varney 

Rohia  lt»ader»  first  roa<lor 

liciibner 

VOur&h  Crodo 

Fatioiful  Slower 

U.ttX©  Brcfvw  A'  Oo* 

Blshaaa 

lierry  /a^joal  tlalos 

Llttl®  B*W!  Oo* 

Bry«d 

Uiat’a  Ctoriss? 

Third 

!>♦  C,  IJOnth 

!i»lbrook 

Book  of  ikituro  kytlm 

Jlou^ttan  MiffUn  Co, 

Buraesso 

ttothar  <iosh  :»ind  ‘*Uc»^  Otorlo© 

Uttlo  Bnr^fn  d Oo. 

dwr^B9 

y&idsQr  idxi^  **'tS3^  Star  loo 

Little  Brown  i Co, 

BUTgO0« 

lft>Uior  ^si  Cliildron 

Little  BroMW  & Go# 

Bnrge&o 

lioUior  0ost  ■I'MmX 

Little  Brovm  ^ Ce* 

yriet;d& 

Burgeci. 

liothor  Wind*  a Kcl^bore 

Little  Brwwi  * Co# 

Hcyauua  & Han*en 

TfatiiKiil  TSsird 

Serlbnor 

Seiwaris 

drasaiK>pry»r  Gemn^n  ?»ard)«a 

Little  Brosn  & Co# 

Bcudcier 

Book  of  Fables  and  Folk 

Hou^ttan 

storioo 

with 

Sskliscr  Wfcoriee 

Bond  itei'ally  k Co* 

Xr<»<jdifaII  & Free 

R»&dine*HUltorutxirf> » Flrot  md 

Row#  Fotereoa 

Sooond  Eeadero 

fifth  Grado 

Btorioo  cf  .;-i,3airtLoaaa  for 

Anraricferr,  Book  Co* 

i 

Little 

Lerenaix^i 

Finoocd'do 

Qio»  S Co* 

iiurroy 

Story  Land 

Little  Brown  Go# 

rMK»iWafeX» 

atorioo  of  the  tliL>eltin@Em  for 

Flaisia.S^a'i 

Voittlg  POOpiO 

niieth  Chrado 

Hancotik 

Odldron  of  History 

Little  Bro^  d Co# 

Zpyri 

Haidl 

(Hvm  d Co# 

T!3araa-^:OL.0en 

Birqh  a»d  the  dtio*  and  Other 

Bow^  Petersost 

Storio© 

lhorn»»Thoa30ii 

iSaet  0*  tbo  oun  and  ^et  o*  the 

Itoon 

Soraarith  Grado 

Oroena 

Zi»gpBnda  of  King  Arthur  and 

dtin  & Co, 

Hie  Qouri 

Kaaterlladk 

Blue  Bird  for  {BuXdron 

Si Ivor  Burdett  d On* 

fiallory 

Kins  /iTthur  Ctorlun 

Itni^ton  Hifflin  Co* 

Sndft 

OuXllTor’a  travolo 

Haroor  & Brothora 

rA 

.•'\  -V'; 


■1--C 

tk! 

v7 


ri'" 

'•1  '>^  ':*■• 


. .'  ■■;•^^  ^ -‘1^  ' . ^ ■■•  ■ ■i^  .}  I 

■'  ■ - ;,  V ',. 

r^  ■;  h:..' 0 : - r'v\xr3f-'-  '>  -•-'■•  ^^>  ly* 

•'»'  '^.v^'.  ' VJ'  ::r., 


••  ■ \ M':-  • . /■  ■■■'  '■'■■•'•■_;?  • . '•'•U!5^  • U;.  i'^.^  S;  >4^.;.  ■-/ ,;A'' 

.v<.-<i4S..i/;.  ;■. '.k - ••:'■  r<- V-  .. ' , ^ ■ ..  ' 


■':  I- ; .: ■, ' ' " a^r  ?>: , as  a a- 


' •.  *•/.,;•  • ^ X'  ; -i’  - • ^ - .•■  " -7  v.>.  .t.»l'  • . < -u  . i; ' ^ .V. . “ iT ^ 

■.  . , ;:.'a-''./  .'  '•'  - • „ ■ ••loi''  i'*,  , ,»  ’ i ',1  ■ ■ ■'  .\’ ■'■.  :/.4, ‘ ‘-■’  * 

;■•'■  ^ ':4' ■ :a';> -■'p,  ; \ 4?.  1 

• ■ ' ^'  ■' a:  a'-.- • : ;■ 

' . . • *.  ■.  ...  •'..  'I.  • 1 f • * . • t-  ' .j  • •••"•^ »»  I.,  t •.  i* . ♦ ' 


f .,:.  •;  ■ , ■ 

■ : :-a? ' -•■ 

. * •■•;.•;■ 


..  4i 


'4  a . ; - ;■  " -S--  7 ..  ' ' 

■ V ■-  ,.  .,  >■  •■■-■'  ; ■' 7 .'  <■  ..4  V7'  - V^-: ''''V'  ?,  "■ 

■ .■  ■ '■  -.i  . ■ j' ;:- 'V^-rt-H'-:-.  V:.4.'J  ■; 

■ ‘ ' •■;'=7' .,  -'-.ja.aaa-' ■ -Sfcissa;^', 

■ ■ ,>-7-4;.aste;4aaS”7?^f!-7- 


4.- 4^^;  ■■ ' > .-s;',';’.  *.  a.  : ■ - ■;  <;•':'•••■  ■ 


V 


; a-  V v.,avv-X  - 4/^sa4a#a:aT-^. 

• ••  .-  .■  .-.  a.. -a  V...  ■,  .:A,,;.vS^  ■ . a>.' 


•■  -I  -»'’  .'■  '‘‘‘,'f  • ■ 'll  ■ ’ • '’a''  ■■  . ■ ■ .1  '■■  • , 

<■'■  'a-m  ..'77  .„.,■ 


.v/i;; 

; \ •■  1 


■ •?> 

I 


VITA 


JoJm  Antiioixy  0*Brien,  son  of  Jolin  F*  and  Elizabeth  0*Brion, 
i?ae  l)om  in  Peoria^  Illinois,  January  20,  1893*  He  reoeivod  his  secondary 
education  at  Spalding  Institute,  Peoria,  Illinois,  •whence  he  gi'aduated  in 
1910*  His  collegiate  work  ■was  done  at  Holy  Cross  College,  Tvoi'oestor,  liass^ 
and  at  St#  Viator  College,  Kankakee,  Illinois.  Froci  the  latter  institution 
lie  gra^htated  with  the  degree.  Bachelor  of  ;^rts,  in  1913*  He  attended  the 
University  of  Chicago  during  tli©  suiaraer  of  1914.  /J!t©r  ti7o  years  of  post- 
graduate work  ot  St#  Viator  College,  that  institution  conferred  upon  him 
the  degree,  Master  of  Arts,  in  1915# 

He  attended  the  graduate  school  of  thQ  Catliolio  University  of 
Arerioa,  Washington,  D.  C*  in  1916—  17.  \?hilo  there,  follo'wed  courses 
in  edioetion,  psychology  end  sociology,  under  Professor  T.  E#  Shields, 
Professor  E.  A#  Pace,  Professor  T#  V#  lioore,  and  Professor  W.  J,  Kirby. 

In  1917  he  entered  the  graduate  school  of  the  University  of  Illinois.  For 
three  years  he  followed  courses  in  tli©  sane  subjects  under  Dean  W.  W. 
Charters,  Professor  G.  M.  Whipple,  Professor  D«  S.  Hill,  Professor  B.  H. 
Bode,  Professor  C.  A#  Ruckuich,  and  Professor  E«  C.  Hayes.  His  researoh 
investigation  of  the  factors  in  the  development  of  s^joed  in  silent  reading 
covering  a period  of  t'wo  years,  "was  done  \mder  tlie  inaaediato  supervision 
of  Professor  B.  R.  Buckingham,  Eirootor  of  tl’t©  Bureau  of  Educational 
Research  at  tli®  University  of  Illinois* 


